THE  ROBERT  E.  COWAN  COLLECTION 

PRESKNTED   TO   THE 

UNIVERSITY  OF  CflLIFORNIR 

I.V 

C.  P.  HUNTINGTON 

JUNE.  18Q7, 

Accession  No,/^6(§'f      Class  No.  f^'V"'^' 


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COxMMENTAEIES 


THE  SCHOOL  LAW 


m  fitments  of  ^tljool  i.rf|)itectttrf. 


LAWS  HELATING  TO  THE  SCHOOL  LANDS. 


FOk.^i^    ANT)    T 


^-^n^iyjrnn^Tn'K^ 


BY     ANDREW     J.    MOULDER 

SUPERINTEXDEST     OP     PUBLIC     iNST^^'^Trnv. 


SACRAMENTO: 
JOHN    O'MEARA,   STATE   PRINTER. 

^  1858. 


SI 


C  O  :N'  T  E  X  T  S  : 


Pages. 

I.  School  Laws  and  Commentaries 3 —  65 

II.  School  Architecture G(> —  1*5 

III.  Text-Books  for  Public  Schools 9(3—102 

IV.  Thought-Springs 103—121 

V.  State  School  Lands 122—132 

VL  School  Statistics 133 

Vn.  School  Officers 134— 1G7 

VIIL  Forms  and  Notes 168— 1T8 

IX.  Index 181 


[FROM  THE  DEPARTMENT  OF  INSTRUCTION... SAN  FRANCISCO. 


COMMENTARIES 


THE  SCHOOL  LAW 


^t  (BkmmiB  of  ^tfjaol  l^rtljitctturt 


LAWS  RELATING  TO  THE  SCHOOL  LANDS, 


FORMS  AND  IXSTRUCTIONS. 


By     ANDREW     J.      MOULDER, 

SUPEBISTENDENT    OF    PUBLIC    INSTRUCTION. 


SACRAMENTO: 

JOHN     O'MEAHA,    STATE     PRINTER. 

1858. 


A?f^ 


COMMENTARIES 


OS 


THE    SCHOOL    LA.^V\^, 


AN  ACT 

To  establish,  support,  and  regulate  Common  Schools, 
and  to  repeal  former  Acts  concerning  the  same. 
Passed  May  3,  1855. 

The  People  of  the  State  of  California,  represented  in  Senate  and 
Assemhly,  do  enact  as  follows : 

STATE    BOARD. 

Section  1.     The   Governor,  the  Superintendent  of  Public  In- 
struction, and  the  Surveyor  General  of  the  State,  shall  state  Board  of 
constitute  a  State  Board  of  Education.     The  Governor  e<I"«»«o"- 
shall  be  the  President,  and  the  Superintendent  shall  be  the  Secretary 
of  the  Board. 

Section  2.     The  State  Board  of  Education  shall  have  a  seal,  an  im- 
pression and  description  of  which  shall  be  deposited  by  seai. 
the  Secretary  of  the  Board  in  the  State  Treasurer's  office,  and  on  or 
before    the  fifteenth  day  of  January  of  each    year,    the  Reports. 
Board  shall  make  a  full  report  of  all  their  official  acts  to  the  Legisla- 
ture. 

superintendent  of  public  instruction. 

Section  3.     It  shall  be  the  duty  of  the  Superintendent  of  Public 
Instruction,   by  and  with   the  advice,  and  subject  to  the  Duty  of  superin- 
supervision  of  the  State  Board  of  Education  :  First,  To  iilltruction.  ° 
prepare  and  publish,  in   connection  with  this  Act,  instructions  and 
forms  for  the  direction  of  Superintendents,   Boards,  Trustees,  Mar- 


//  ^  ^'  f 


4  COMMENTARIES    ON    THE    SCHOOL   LAW. 

shals,  and  Teachers  of  the  Common  Schools,  and  to  distribute  to 
each  County  Superintendent  a  sufficient  number  of  copies  of  this  Act, 
and  of  the  said  instructions  and  forms,  for  the  supply  of  the  Common 
School  Officers  in  the  county.  Second,  By  all  proper  means  in  his 
power  to  disseminate  intelligence  among  the  people  in  relation  to  the 
method  and  value  of  education.  Third,  To  exercise  a  general  super- 
vision over  such  Normal  Schools  and  Teachers'  Institutes  as  may  by 
law  be  established.  Fourth,  Immediately  after  the  State  Controller 
has  made  his  semi-annual  report,  as  herein  required,  to  apportion  to 
the  several  counties  the  amount  of  School  Moneys  in  the  State  Trea- 
sury to  which  each  shall  be  entitled  under  the  provisions  of  this  Act, 
in  proportion  to  the  number  of  children  residing  therein,  between  the 
ages  of  four  and  eighteen,  as  shown  by  the  last  previous  reports  of 
the  County  Superintendents  and  School  Marshals,  or  other  officers 
charged  therewith,  and  make  a  record  thereof  in  the  Book  of  Records, 
to  be  kept  by  the  State  Board  of  Education,  and  furnish  to  the  Con- 
troller of  State,  to  each  County  Treasurer,  and  to  each  Count}'^  Super- 
intendent, an  abstract  of  such  apportionment ;  and  with  each  appor- 
tionment, to  furnish  to  each  County  Treasurer  his  order  on  the 
Controller  of  State,  under  the  seal  of  the  State  Board  of  Education, 
for  the  amount  of  School  Moneys  in  the  State  Treasury  to  which 
such  county  shall  be  entitled,  and  take  such  County  Treasurer's 
receipt  for  the  same.  Fifth,  To  present  to  the  Legislature,  annually, 
on  or  before  the  tenth  day  of  each  session,  a  full  report  of  the  con- 
dition of  public  instruction  in  the  State;  the  number  and  grade  of 
Schools  in  each  county ;  the  number  of  white  children  in  each  county, 
between  the  ages  of  four  and  eighteen  years ;  the  number  of  such 
attending  Common  Schools  established  under  the  provisions  of  this 
Act;  the  amount  of  Common  School  Moneys  apportioned  to  each 
county ;  the  amount  of  money  raised  and  expended  by  any  county, 
town,  city  or  School  District,  for  the  support  of  Common  Schools 
therein  ;  together  with  such  suggestions  as  he  may  deem  it  expedient 
to  make  in  relation  to  the  construction  of  School  Houses,  the  improve- 
ment and  better  management  of  Common  Schools,  the  qualification 
of  Teachers,  the  ways  and  means  for  raising  funds  for  the  support  of 
Common  Schools,  and  providing  suitable  School  Houses,  and  for  the 
promotion  of  the  general  interests  of  education  throughout  the  State. 

Section  4.  All  necessary  expenditures  of  moneys,  incurred  by 
Moneys-how  ex-  ^^^  Superintendent  of  Public  Instruction  in  the  discharge 
pended.  ^f  j^jg  official  dutics,  shall  be  paid  out  of  any  fund  in  the 

Treasury  not  otherwise  appropriated,  the  amount  being  duly  certified 
by  the  State  Board  of  Education,  and  the  Controller  of  State  is 
hereby  authorized  to  issue  his  warrants  on  the  Treasurer  for  the  same. 

Section  5.  He  may  annually  call  a  State  Convention  of  Teachers 
state  Convention  ^^^  Officcrs  of  Commou  Schools,  and  such  Convention 
of  Teachers.  ^^^^y.  (jig^uss  aud  rccommcnd  improvements  in  teaching, 
and  the  management  of  Schopls,  and  a  series  of  School  Books  through- 
out the  State,  and  may  consider  other  subjects  pertaining  to  public 


APPORTIONMENT    OF    SCHOOL   FUND.  O 

instruction ;  provided,  the  State  shall  incur  no  expense  from  such 
Convention. 

STATE    TREASURER   AND    STATE    CONTROLLER. 

Section  6.  It  shall  be  the  duty  of  the  State  Treasurer  to  receive 
and  hold  as  a  special  deposit,  all  Common  School  Moneys  Duty  of  state 
paid  into  the  Treasury,  and  pay  them  over  only  on  the  Treasurer, 
warrant  of  the  Controller  of  State,  issued  upon  the  order  of  the  Stat« 
Board  of  Education,  under  the  seal  of  said  Board,  and  signed  by  the 
Superintendent  of  Public  Instruction  in  favor  of  the  County  Treasu- 
rer, which  orders,  duly  indorsed  by  the  County  Treasurers,  shall  be 
the  only  valid  vouchers  in  the  hands  of  the  State  Controller  for  the 
disbursement  of  said  Common  School  Moneys. 

Section  7.  All  School  Moneys  due  each  county  in  the  State 
shall  be  paid  over  by  the  State  Treasurer  to  the  County  state  controller 
Treasurers  on  the  first  day  of  January  and  the  first  day  whenpkid. 
of  July  of  each  year,  or  as  soon  thereafter  as  the  County  Treasurers 
may  apply  for  the  same,  upon  the  warrant  of  the  Controller  of  State, 
drawn  in  conformity  with  the  apportionment  of  the  Superintendent 
of  Public  Instruction,  as  provided  for  in  section  three  of  this  Act; 
provided.,  however,  that  no  mileage  nor  allowance  other  than  the 
commissions  provided  for  by  law,  shall  be  made  to  any  County 
Treasurer  for  receiving  and  transporting  said  money  to  his  county. 

Section  8.     The  State  Controller  shall  keep  a  separate  and  dis- 
tinct account  of  the   Common  School  Fund,  and  of  the  How  school^ Ac- 
interest  and  income  thereof,  together  with  such  moneys  Spt/*"* 
as  shall  be  raised  by  State  tax  or  special  appropriation,  or  otherwise, 
for  the  support  of  Common  Schools. 

Section  9.  The  State  Controller  shall,  on  or  before  the  tenth 
day  of  June,  and  the  tenth  day  of  December,  of  each  school  Moneys  re- 
year,  report  to  the  Board  of  Education,  who  shall  include  trou^s^SSiu- 
the  same  in  their  annual  report  to  the  Legislature,  a  *"- • 
statement  of  the  securities  belonging  to  the  Common  School  Fund, 
together  with  a  particular  statement  of  the  moneys  in  the  Treasury 
accruing  on  or  before  the  first  day  of  July  and  the  first  day  of  Janu- 
ary next  following,  from  the  interest  or  income  of  the  Common 
School  Fund,  or  from  State  taxes,  or  appropriations,  or  from  any 
other  source  for  the  support  of  Common  Schools. 


REMARKS. 

The  principal  of  the  State  School  Fund  consists  of  the 
proceeds  of  the  sale  of  the  500,000  acres  of  land  granted 
by  Congress  for  the  purposes  of  Internal  Improvements, 
and,  by  our  Constitution,  devoted  to  the  cause  of  learning. 


6  COMMENTARIES    ON   THE    SCHOOL    LAW. 

ITp  to  this  date,  May  12tli,  1858,  the  number  of  acres  sold 
is  237,760,  at  $2  per  acre ;  making  the  total  School  Fund 
$475,520.  Upon  this  the  State  pays  7  per  cent,  interest 
per  annum,  producing  $33,286  40  annually,  or  $16,643  20 
distributable  semi-annually. 

Sales  of  the  School  Lands  having  almost  ceased  under 
the  old  Law,  the  Legislature  passed  a  Law,  at  its  recent  ses- 
sion, approved  April  23d,  1858,  which  may  be  found  at 
length  in  the  Appendix  to  this  volume,  reducing  the  price 
to  $1  25  per  acre,  and  containing  other  provisions  calcu- 
lated to  expedite  the  sale. 

Under  this  Law,  it  is  expected  the  principal  of  the  School 
Fund  will  rapidly  augment,  and,  by  consequence,  the 
amount  semi-annually  apportioned. 

In  addition  to  this  source  of  revenue,  the  School  Fund 
is  entitled  to  25  per  cent,  of  the  nett  proceeds  received  by 
the  State  from  Poll  Taxes.  The  amount  of  this  is  vari- 
able, depending  upon  the  energy  with  which  the  collection 
of  this  tax  is  enforced  in  the  several  counties. 

From  the  10th  of  December,  1857,  to  the  10th  of  May, 
1B58 — ^five  months — the  amount  placed  to  the  credit  of  the 
School  Fund,  from  this  source,  was  $7,953  49. 

It  is  also  provided  that  all  escheated  estates,  recovered 
by  the  State,  shall  be  credited  to  the  School  Fund,  but,  as 
yet,  no  practical  benejS.t  has  resulted  from  the  Law. 


COUNTY     SUPERINTENDENTS. 

Section  10.  [Amended  by  Act  of  March  28tli,  1857 ;  and  Act 
of  March  28th,  1857,  again  amended  by  Act  of  April  26th,  1858, 
Superintendent  to  to  read  as  follows :]  Unless  otherwise  provided,  by  spe- 
be elected.  q[^\  j^^^  ^  Superintendent  of  Common  Schools  shall  be 

elected  in  each  county,  at  the  general  elections,  before  the  terra  of 
office  of  the  present  incumbents  shall  expire,  and  shall  enter  on  the 
duties  of  his  office  on  the  first  Monday  of  the  month  subsequent  to 
Term  of  Office,  his  clectiou.  Hc  shall  hold  office  for  two  years,  or  until 
his  successor  is  elected  and  qualified,  and  shall  take  the  oath  of  office, 
Bond.  and  give  official  bond,  in  a  sum  to  be  fixed  by  the  Board 

of  Supervisors,  which  bond  shall  be  in  a  sum  not  less  than  double 
the  estimated  amount  of  School  Moneys  to  come  into  the  County 


DUTIES   OF   COUNTY   SUPERINTENDENTS.  i 

Treasury  each  year.  Provided,  That  in  the  counties  of  Tuolumne, 
Stanislaus,  Los  Angeles,  3Ionterey,  Santa  Cruz,  Sonoma,  connty  rierks, 
the  County  Clerk  of  each  of  said  counties  shall  be  ex  Stend^ts."^"^ 
officio  Superintendent  of  Common  Schools  for  the  county.  Provided, 
That  in  the  county  of  Sonoma,  the  County  Clerks  of  said  Du,ieg  of  connt>- 
county  shall  keep  on  file  in  their  offices:  First,  The  re-  cierk  of  Sonoma. 
ports  of  the  School  Trustees,  Marshals  and  Teachers,  and  record  the 
same  in  a  book  to  be  kept  for  that  purpose^  and  at  the  close  of  his  term 
of  office,  to  deliver  the  same  to  his  successor  in  office.  Second,  To 
makqa  full  report,  in  writing,  annually,  on  or  before  the  twentieth  day 
of  Xovember,  for  the  School  Year  ending  on  the  last  day  of  October, 
next  previous  thereto,  to  the  Superintendent  of  Public  Instruction; 
such  report  to  include  an  abstract  of  all  the  various  annual  reports  of 
the  School  Trustees,  Marshals  and  Teachers,  by  this  Act  required  to 
be  made  to  the  County  Clerk. 

He  shall,  upon  receiving  notice  from  the  County  Treasurer,  as  pro- 
vided by  this  Act,  apportion  the  Common  School  5loneys  Dmies  of  conpty 
in  the  County  Treasury,  among  the  several  School  Districts,  sui^ntendente. 
in  proportion  to  the  number  of  children,  as  now  provided  for  by  law, 
and  shall  forthwith,  in  writing,  notify  the  County  Treasurer  and 
School  Trustees  of  each  District,  of  such  apportionment;  and  it  shall 
be  the  duty  of  the  County  Treasurers  of  said  counties,  on  receiving 
any  Common  School  Moneys  subject  to  distribution,  to  notify  the 
County  Clerk  of  the  amount  thereof,  and  to  pay  over,  on  the  war- 
rants of  the  Trustees  of  the  School  Districts,  duly  indorsed  by  the 
person  'entitled  to  receive  the  same,  the  several  amounts  of  School 
Moneys  to  which  each  School  District  shall  be  entitled. 


REMARKS. 

The  principal  change  in  the  old  Law,  here  effected,  is  in 
constituting  the  Clerks  of  the  counties  specified,  ex  officio 
County  Superintendents. 

They  have  all  the  powers,  and  are  to  perform  all  the  du- 
ties devolved  by  the  Law  upon  County  Superintendents, 
elected  as  such,  with  this  exception :  they  are  not  permit- 
ted to  draw  warrants  upon  the  Treasurer;  that  power 
having  been  transferred  to  the  Trustees  of  the  School  Dis- 
tricts. 

Li  the  five  counties  specified,  viz :  Tuolumne,  Stanis- 
laus, Los  Angeles,  Monterey,  Santa  Cruz,  and  Sonoma, 
the  District  Trustees  are  made  the  direct  disbursing  agents 
of  the  School  Fund. 

In  case  two  or  more  Public  Schools  are  maintained  in 


8  COMMENTARIES    ON   THE    SCHOOL   LAW. 

the  same  District,  and  one  or  more  of  them  has  not  been 
supported  for  three  months  prior  to  the  31st  of  October 
preceding,  the  Trustees  may,  in  their  discretion,  exchide 
the  latter  from  any  share  of  the  School  Fund,  and  devote  the 
whole  to  such  School  or  Schools  as  were  maintained  for 
the  fall  period  of  three  months  required  by  Law. 

Where  all  the  Schools  in  a  certain  District  have  com- 
plied with  the  Law,  the  Trustees  should  divide  the  Fund 
among  them,  in  proportion  to  the  average  number  of  chil- 
dren in  daily  attendance. 

The  attention  of  County  Clerks,  ex  officio  Superintend- 
ents, is  specially  called  to  the  necessity  of  requiring  the 
Trustees  and  School  Marshals  to  make  their  returns  within 
the  time  prescribed  by  Law,  and,  further,  to  the  importance 
of  the  duty  devolving  upon  themselves  to  make  full  reports 
to  the  Department  of  Instruction  on  or  before  the  20th 
day  of  ^November  of  each  year. 

Section  11.  The  County  Superintendent  shal]  have  power,  and 
Dutjof  County  J*  ^hall  be  his  duty,  in  accordance  with  the  principles  and 
Superintendent,  ppovisions  of  this  Act,  and  the  instructions  of  the  State 
Board  of  Education  and  the  Superintendent  of  Public  Instruction  : 
First,  To  visit  each  School  in  the  county  under  his  control,  personally, 
at  least  once  a  year,  and  to  exercise  a  general  supervision  over  the 
interests  of  Common  Schools  in  his  county,  and  give  to  the  School 
Trustees,  Marshals  and  Teachers,  such  aid  and  counsel  as  may  be  im- 
portant to  the  prosperity  of  the  Schools.  Second,  To  aid  the  various 
School  Trustees  in  the  examination  of  Teachers  for  Public  Schools, 
and  to  see  that  the  examination  in  all  cases  is  sufficiently  rigid  and 
thorough.  Third,  To  distribute  promptly  such  blank  reports,  forms, 
laws  and  instructions,  as  shall  be  deposited  in  his  office  for  the  use  of 
the  School  Trustees,  Teachers  and  Marshals,  and  any  other  officers 
entitled  to  receive  the  same.  Fourth,  To  draw  his  warrants  on  the 
County  Treasurer  in  favor  of,  and  deliver  the  same  to  the  persons 
entitled  to  receive  the  same ;  provided,  that  no  such  warrant  shall  be 
drawn  in  favor  of  any  city,  town,  or  School  District,  until  full  and  correct 
returns  shall  have  been  made  to  him  by  the  same,  as  required  by  law, 
and  a  certificate  of  the  Trustees  or  Board  of  Education  given,  show- 
ing for  what  purpose,  in  accordance  with  this  Act,  the  money  is 
required.  Fifth,  To  keep  on  file  in  his  office  the  report  of  the 
School  Trustees,  Marshals  and  Teachers,  received  by  him,  and  to 
record  all  his  official  acts  as  such  County  Superintendent,  in  a  book 
to  be  provided  for  that  purpose ;  and  at  the  close  of  his  official  term 


VISITING   THE   SCHOOLS.  9 

to  deliver  to  his  successors  such  records,  and  all  documents,  books  and 
papers,  belonging  to  his  office,  and  to  take  his  receipts  for  the  same, 
which  shall  be  filed  in  the  office  of  the  County  Treasurer.  Sixth, 
To  make  full  report  in  writing,  annually,  on  or  before  the  twentieth 
day  of  November,  for  the  School  Year  ending  on  the  last  day  of  Octo- 
ber next  previous  thereto,  to  the  Superintendent  of  Public  Instruc- 
tion ;  such  report  to  include  an  abstract  of  all  the  various  annual 
reports  of  the  City  Boards  of  Education,  School  Trustees,  Marshals 
and  Teachers,  by  law  required  to  be  made  to  the  County  Superin- 
tendent for  the  preceding  School  Year. 


REMARKS. 

It  is  particularly  desirable  that  County  Superintendents 
sliould  visit  the  several  Schools  in  their  counties,  not  sim- 
ply once,  but  repeatedly,  during  the  year. 

In  this  way,  inefficient  and  unfaithful  Teachers  may  be 
marked,  and  all  incited  to  exertion  by  the  con\'iction  that 
they  are  held  to  an  accountability.  Xothing  conduces  so 
much  to  efficiency  as  the  sense  of  responsibility.  It  is 
true,  a  Superintendent  has  no  power  to  discharge  an  in- 
competent or  otherwise  objectionable  Teacher,  but  it  is 
his  duty  to  report  such  to  the  Trustees,  and  urge  them,  for 
the  interest  of  the  School,  to  revoke  their  certificate. 

By  frequent  visits,  too,  the  pupils  may  be  stimulated  to 
exertion,  and  their  parents  aroused  to  a  deeper  sense  of 
their  responsibility. 

On  all  such  occasions  examine  the  children — not  simply 
from  the  text-books — but  test  their  general  information, 
and,  by  proper  appeals,  excite  their  emulation. 

Much  may  be  done,  in  this  way,  to  infuse  spirit  in  the 
conduct  of  a  School,  and  improve  its  efficiency.  The  duty 
of  aiding  Trustees  in  the  examination  of  Teachers  should 
never  be  neglected. 

The  State  Superintendent  is  aware  that  Trustees  but  too 
often  fail  to  ask  the  assistance  of  the  County  Superintend- 
ent in  such  examinations,  but  each  Superintendent  should, 
at  the  outset,  notify  the  Trustees  of  his  county,  that  it  is 
his  desire,  as  it  certainly  is  his  privilege,  to  participate  in 
all  these  examinations. 

9 


10  COMMEXTARIES   ON  THE    SCHOOL   LAW. 

The  Superintendent,  from  his  position,  is  presumed  to 
be  more  competent  for  this  duty  than  the  majority  of 
Trustees.     His  aid  is  therefore  highly  desirable. 

In  case  the  Trustees  insist  upon  granting  a  certificate  as 
Teacher,  to  one  who  is,  in  the  opinion  of  the  Superintend-' 
ent,  clearly  incompetent  or  morally  objectionable,  he  should 
formally  enter  his  protest,  record  it  in  the  oflacial  archives, 
and,  if  deemed  proper,  give  it  publicity. 

Subdivision  third,  of  the  Superintendent's  duties,  re- 
quires no  comment.  The  State  Superintendent  will,  on 
application,  promptly  furnish  copies  of  the  laws,  blank 
reports,  forms,  and  instructions. 

In  distributing  them,  the  County  Superintendents  should 
not  fail  to  enforce  upon  the  several  School  Officers  the  ne- 
cessity of  making,  not  simply  a  skeleton,  but  a  full  report, 
and  promptly,  within  the  prescribed  time. 

From  a  neglect  of  this,  much  inconvenience  arises,  and 
often  a  total  loss  of  any  share  of  the  School  Fund. 

The  State  Superintendent  requests,  particularly,  that  all 
School  Officers  will  take  pains  to  fill  up  all  the  columns  in 
the  blank  forms  furnished.  It  has  but  too  often  happened 
that  a  report  has  been  returned  to  this  Department,  with 
but  two  or  three,  out  of  a  dozen  columns,  filled  up.  The 
information  sought  by  these  blank  forms  is  all  desirable, 
and  even  essential. 

A  neglect  in  this  particular,  hereafter,  will  not  be  toler- 
ated. 

In  reference  to  the  apportionment  of  the  School  Fund 
among  the  several  Districts  of  a  county,  the  Superintend- 
ent should  exclude  :  First^  Those  Districts  that  have  failed 
to  make  returns  in  time.  Second,  Those  Districts  in  which 
Schools  have  not  been  maintained  for  three  months  prior 
to  the  31st  of  October  preceding,  although  they  may  have 
made  returns.  Third,  Those  Districts,  though  making 
returns,  whose  reports  fail  to  show  that  Schools  were 
maintained  for  the  period  required,  even  though  it  be 
within  the  personal  knowledge  of  the  Superintendent  that 
they  were  so  maintained.      Fourth,   Those  Districts  in 


PREPARING   REPORTS.  11 

which  the  census  was  not  taken,  or,  if  taken,  not  reported, 
even  though  ss  School  was  kept  up  for  three  months. 

The. reason  of  this  is  apparent.  The  State  Superintend- 
ent hases  his  semi-annual  apportionment  upon  such  reports 
only  as  distinctly  specify  that  Schools  were  supported  for 
three  months  prior  to  the  close  of  the  preceding  School 
Year.  He  excludes  from  consideration  all  others.  Such 
others,  therefore,  lose  the  benefit  of  the  Fund,  the  whole 
of  which  must  be  distributed  among  the  Districts  not  delin- 
quent. 

It  occasionally  happens  that  the  Trustees  of  a  School 
District  fail  to  report  to  the  County  Superintendent,  but 
report  directly  to  the  Superintendent  of  Public  Instruction, 
in  which  case  they  are  allowed  to  participate  in  the  appor- 
tionment, although  the  County  Superintendent  is  ignorant 
of  the  fact. 

To  give  the  County  Superintendents  notice  of  such  cases, 
the  Superintendent  of  Public  Instruction  will  hereafter 
specify,  in  his  printed  abstract  of  the  semi-annual  appor- 
tionment, the  several  Districts  in  each  county  entitled  to 
distribution,  and  those  excluded. 

There  is  one  circumstance,  often  occasioning  confusion, 
which  the  County  Superintendents  are  specially  requested 
to  rectify  hereafter.  It  is  the  use  of  the  word  "  Township" 
in  the  reports. 

The  School  Law  does  not  recognize  a  township,  as  such. 
It  is  true,  provision  is  made  that,  until  otherwise  deter- 
mined and  established  by  the  proper  authorities,  each  town- 
ship in  the  State  shall  constitute  one  School  District. 

In  cases  where  a  township  is  still  a  District,  the  State 
Superintendent  particularly  requests  the  several  School 
Officers  to  use  the  word  "District"  only. 

Where  a  township  has  been  subdivided  into  two  or  more 
Districts,  there  is  no  necessity  to  specify  the  township.  On 
the  contrary,  it  produces  confusion,  as  the  apportionment 
has  reference  solely  to  Districts. 

So,  where  two  or  more  Schools  are  maintained  in  the 


12  COMMENTARIES   ON   THE    SCHOOL    LAW. 

same  District,  report  for  the  District  as  an  entirety,  and 
not  for  the  several  Schools. 

In  the  case  last  mentioned,  should  one  or  more  of  the 
Schools  have  failed  to  make  returns,  or  to  keep  open 
during  three  months  in  the  year,  the  District  is  still  enti- 
tled to  its  full  share  of  the  apportionment,  provided  any 
one  of  the  Schools  complied  with  the  Law. 

In  such  event,  it  is  within  the  discretion  of  the  Trustees 
to  devote  the  entire  Fund  belonging  to  their  District  to  the 
latter. 

Hereafter,  the  County  Superintendents  will  not  draw 
their  warrants  in  favor  of  a  School  District,  unless  there 
is  cash  at  the  time  to  the  credit  of  the  District,  and  it  is 
particularly  directed  that  the  Funds  of  any  given  year 
shall  not  be  used  to  pay  debts  contracted  in  the  preceding 
year.  If  this  should  be  allowed,  the  Schools  may  be  crip- 
pled for  years  to  come,  in  settling  back  indebtedness.  The 
several  Districts  must  support  their  Schools  from  the  reve- 
nue of  the  current  year,  and  if  this  cannot  be  done,  they 
should  suspend.  Better  this,  than  exhaust  the  resources 
of  years  to  come,  for  present  necessities. 

County  Superintendents  are  requested  to  notify  the 
Trustees  of  this  regulation,  and  to  enforce  it  without  ex- 
ceptions. 

They  are  required  to  keep  a  record  of  their  official  acts, 
in  a  book  to  be  provided  for  the  purpose.  The  State 
Superintendent  would  recommend  that  an  account  be 
opened  with  each  School  District.  Credit  it  with  its  pro 
rata  of  the  State  and  County  School  Moneys,  and  debit  it 
with  the  amount  of  warrants  drawn  in  its  favor. 

This  will  show,  at  a  glance,  the  condition  of  its  finances. 

When  its  fund  is  exhausted,  notify  the  Trustees  of  the 
fact. 

Any  further  expenditures  will  then  be  upon  their  own 
responsibility.  In  addition,  a  general  account  should  be 
opened,  credited  with  all  School  Moneys  received,  and 
debited  with  all  expenditures,  as  evidenced  by  warrants 
drawn. 


REPORTS    ON    SCHOOL   LANDS.  13 

Tlie  County  Superintendents  should  also  be  careful  to 
demand  and  preserve,  for  reference,  duplicate  reports  of 
School  Trustees,  Teachers  and  Marshals,  and  in  case  such 
officers  exhibit  a  disposition  to  procrastinate  or  to  neglect 
their  duty,  to  spur  them  to  exertion  by  personal  appeals. 
In  addition  to  the  items  heretofore  embraced  in  the  annual 
reports  of  the  County  Superintendents,  the  Superin- 
tendent of  Public  Instruction  requests  that  they  will  show, 
hereafter,  the  number  of  deaf  and  dumb  children — also 
the  condition,  quality,  and  probable  value  of  the  16th  and 
36th  Sections  of  School  Lands  in  their  respective  counties. 
Specify  how  many  such  Sections  there  are  in  the  county ; 
whether  they  are  settled  upon  or  not,  and  if  they  are, 
whether  the  settlement  was  made  prior  or  subsequent  to 
survey ;  the  quality  of  the  land,  the  existence  of  timber, 
mines  or  quarries  thereon ;  its  proximity  to  water  courses ; 
its  probable  value  |  er  acre;  and  generally,  every  circum- 
stance calculated  to  complete  a  description  of  it.  Specify 
further,  whether  any,  and  if  any,  what  School  Sections 
are  covered  by  Mexican  grants,  and  what  fall  upon  worth- 
less desert  or  mountain  lands.  In  some  of  the  counties 
the  township  and  sectional  lines  have  not  been  run,  or 
have  been  only  partially  run  by  the  IT.  S.  Sui-veyors.  In 
such  cases,  mention  the  fact,  and  the  probable  number  of 
available  School  Sections  to  which  the  county  would  be 
entitled  if  the  survey  were  completed. 

All  this  information  is  necessary,  to  enable  the  State 
Superintendent  to  furnish  the  next  Legislature  with  reli- 
able data  upon  which  to  base  intelligent  legislation,  where- 
by the  several  counties  may  secure  the  greatest  possible 
quantity  and  best  quality  of  School  Lands. 

It  is  earnestly  hoped  the  County  Superintendents  will 
exert  themselves  to  obtain  the  most  complete  information 
upon  these  points.  To  this  end  they  should  consult  the 
County  Surveyors — the  Trustees,  in  whose  locality  the 
School  Lands  happen  to  fall,  and  test  all  by  personal  in- 
spection and  investigation. 


14  COMMENTARIES   OX   THE    SCHOOL   LAW. 

Section  12.  Upon  receiving  notice  from  the  County  Treasurer, 
Appoitiomnent  of  ^^  providcd  in  this  Act,  the  County  Superintendent  shall 
sciiooi  Moneys,  apportiou  the  Common  School  Moneys  in  the  County 
Treasury  among  the  several  towns,  cities  and  Sthool  Districts,  in  pro- 
portion to  the  number  of  white  children  residing  therein,  between 
the  ages  of  four  and  eighteen  years,  as  shown  by  the  last  previous  re- 
ports of  the  Common  School  Marshals,  and  other  officers  charged  there- 
with, and  shall  forthwith,  in  writing,  notify  the  County  Treasurer  of 
What  Districts  ^uch  apportionment  in  detail,  and  no  School  District  shall 
entitled.  jjg  entitled  to  any  portion  of  the  Common  School  Moneys 

in  which  there  shall  not  have  been  taught  a  Common  School  for  three 
months  within  the  year  ending  on  the  last  day  of  October  previous. 


REMARKS. 

Mucli  that  was  said  in  comment  npon  tlie  p)receding 
section  will  apply  here.  One  point  in  this  connection  is 
deserving  of  special  attention.  The  Law  requires  the  Trus- 
tees to  report  to  the  County  Superintendents  by  the  1st  of 
I^ovember,  and  the  School  Marshals  to  the  Superintend- 
ents and  to  the  Trustees,  by  the  10th  of  Xovember. 

If  literally  complied  with,  it  is  apparent  the  reports  of 
the  Trustees  cannot  embrace  the  latest  census  of  the  Mar- 
shals. They  can  only  show  the  number  of  children 
reported  by  census  a  year  prior  to  their  date. 

To  obviate  this  difhculty,  the  County  Superintendents, 
in  making  their  returns  to  the  Superintendent  of  Public 
Instruction,  should  not  rely  upon  the  reports  of  the  Trus- 
tees, but  test  and  correct  them  by  the  last  census  of  the 
School  Marshals. 

COUNTY    TREASURERS. 

Section  13.  It  shall  be  the  duty  of  the  County  Treasurer  of  each 
county:  First,  To  receive  and  hold  as  a  special  deposit,  all  Common 
School  Moneys,  whether  received  by  him  from  the  State  Treasurer  or 
any  other  source,  or  raised  by  the  county  for  the  benefit  of  Common 
Schools;  and  to  keep  a  separate  account  thereof,  and  of  their  disburse- 
ments. Second,  On  receiving  any  Common  School  Moneys  subject  to 
distribution,  to  notify  the  County  Superintendent  of  Common  Schools 
of  the  amount  thereof.  Third,  To  pay  over,  on  the  warrant  of  the 
County  Superintendent,  duly  indorsed  by  the  person  entitled  to 
receive  the  same,  the  several  amounts  of  School  Moneys  to  which 


DUTIES   OF   COUXTY   TREASURERS.  15 

each  city,  town  and  district  shall  bs  entitled.  Fourth,  And  on  or 
bsfore  the  fir^^t  day  of  November,  annually,  to  make  a  full  report  of 
the  Common  School  Moneys  received  into  the  County  Treasury  within 
the  School  Year  ending  on  the  last  day  of  October  next  previous 
thereto;  with  a  particular  statement  of  the  disbursement  of  the 
said  School  31oneys;  and  of  any  amount  of  said  School  Moneys 
which  may  remain  in  his  hands  for  distribution  at  the  close  of  such 
School  Year,  designating  whether  of  State  or  County  School  Fund, 
to  the  Superintendent  of  Public  Instruction. 


REMARKS. 

It  is  not  necessary  to. notify  the  County  Superintendent 
every  time  a  trifling  sura  is  received  to  the  credit  of  the 
School  Fund.  It  would  be  most  convenient,  perhaps,  to 
make  the  notification  at  stated  times,  say  three  or  more 
months  apart,  to  be  agreed  upon  with  the  County  Super- 
intendent. 

The  attention  of  County  Treasurers  is  particularly  called 
to  the  necessity  of  making  full  reports,  as  required  by  the 
Law,  to  the  Superintendent  of  Public  Instruction. 

This  has  been  but  too  often  neglected  heretofore,  or,  if 
reports  have  been  made,  they  have,  in  most  instances,  been 
such  miserable  apologies  as  to  be  entirely  worthless. 

The  State  Superintendent  requests  that  each  and  every 
column,  in  the  blank  forms  furnished,  be  filled  up,  here- 
after. It  is  impossible  to  furnish  the  Legislature  with 
an  intelligible  exhibit  of  the  financial  condition  of  the 
Schools,  unless  this  is  done.  Any  neglect  in  this  particu- 
lar, hereafter,  will  be  specially  reported  to  the  Legislature 
by  the  Superintendent  of  Public  Instruction. 


TRUSTEES. 

Section  14.  [As  amended  by  Act  of  March  28th,  1857.]  In 
each  School  District  of  this  State,  unless  otherwise  provided  by  law, 
there  shall  annually  be  elected  three  Common  School  xmstees-whea 
Trustees,  by  the  qualitied  electors  in  the  District,  at  a  elected. 
School  District  meeting,  to  be  held  on  the  first  Saturday  in  April, 
and  the  District  Officers  shall  give  at  least  one  week's  notice  of  the 
time  and  place  of  said  meeting,  which  shall  be  at  the  School  House, 
if  there  be  one. 


16  COMMENTARIES    ON   THE    SCHOOL   LAW. 

Such  Trustees  are  required  to  take  the  oath  of  office,  and  to  file 
the  same,  with  their  certificates  of  election,  in  the  office  of  the  County 
Superintendent,  and  they  shall  enter  on  their  duties  on  the  second 
Term  of  Office.  Mouday  subscqucut  to  their  election,  and  shall  hold  their 
office  for  one  year,  or  until  their  successors  are  elected  and  qualified. 


REMARKS. 

The  duties,  powers  and  responsibility  of  School  Trustees, 
have  been  much  increased  by  the  Act  of  April  26th,  1858, 
to  which  reference  will  presently  be  made.  It  is  therefore 
important  that  the  electors  should  have  full  notice  of  the 
election.  To  this  end,  the  notice  here  required  should  be 
published  in  a  county  newspaper,  if  there  be  one,  and  also 
posted  in  half  a  dozen  conspicuous  places  in  the  District. 
For  these  posters  the  State  Superintendent  will  prepare  a 
blank,  and  furnish  copies  on  application.  The  "  District 
Officers"  alluded  to  in  the  Act,  are  the  Trustees. 

To  secure  a  larger  attendance  at  the  election,  the  Super- 
intendent of  Public  Instruction  recommends  the  Trustees 
to  notify  parents  and  guardians,  personally,  of  the  time 
and  place,  through  the  medium  of  the  Teacher  and  his 
pupils.  In  this  way  the  notice  will  be  brought  home  to 
those  most  interested.  The  Trustees  should.iix  upon  such 
hours  of  the  day  as  may  least  interfere  with  the  business  of 
the  electors,  and  keep  the  polls  open  for  sucli  a  length  of 
time  as  will  secure  the  largest  possible  vote. 

The  Trustees  will  appoint  the  Judges  and  Clerks  of  the 
election,  and  allow  them  such  compensation  as  they  may 
deem  proper. 

The  election  must  be  by  ballot,  as  required  by  the  Con- 
stitution, Art.  2,  Sec.  6. 

A  plurality  of  votes  is  sufficient  to  elect. 

The  Judges  of  the  election  nmst  immediately,  there- 
after, certify  the  returns  to  the  County  Clerk,  whose  duty 
it  is  to  issue  the  certificates  of  election  to  the  Trustees. 

The  oath  of  office,  a  form  for  which  will  be  provided  by 
the  Superintendent  of  Public  Instruction,  may  be 'taken 
before  any  officer  competent  to  administer  the  same. 


APPOINTMENT   OF   TRUSTEES.  17 

To  secure  full  and  prompt  compliance  with  the  Law,  the 
County  Superintendents  are  requested  to  aid  the  Trustees 
in  procuring  their  certificates  of  election,  to  which,  for 
convenience,  the  oath  of  office  should  always  he  attached. 


Section  15.  In  all  cases  of  failure  on  the  part  of  the  people  to 
elect  Trustees  as  herein  provided,  and  also  upon  this  Act  Appointment  of 
taking  effect,  and  when  vacancies  occur,  and  when  a  new  vi^^es'^occ^iS-. 
District  is  formed,  the  County  Superintendent  shall  appoint  the  same. 


REMARKS. 

This  is  one  of  the  most  important  duties  devolving  upon 
the  County  Superintendents.  Its  proper  execution  will 
contribute  greatly  to  the  efficiency  of  the  Schools,  and  the 
advancement  of  the  cause  of  education. 

When  appointments  are  to  he  made,  ascertain  first 
whether  the  parties  will  serve. 

Other  things  being  equal,  select  the  parents  or  guardians 
of  children  attending  the  Public  Schools. 

Prefer  those  who  give  evidence  of  their  intention  to 
become  permanent  residents  of  the  State  and  the  District. 
!N"ever  appoint  an  ignorant  or  unlettered  man. 

It  is  true,  such  are  occasionally  found,  who,  feeling  their 
own  deficiencies,  are  more  than  commonly  anxious  to 
secure  the  benefits  of  an  education  for  their  children,  and, 
to  their  credit  be  it  said,  evidence  a  far  deeper  interest  in 
the  cause,  than  their  more  favored  fellows;  but,  as  a 
general  rule,  educated  citizens  are  needed  to  fulfill  intelli- 
gently the  duties  of  Trustees. 

In  cases  of  failure  to  elect,  it  is  a  good  rule,  other  things 
being  equal,  to  reappoint  the  former  Trustees.  Their 
experience  should  weigh  the  balance  in  their  favor. 


Section  16.  The  School  Trustees  of  the  several  School  Districts 
shall  have  power,  and  it  shall  be  their  duty  within  their  Duty  of  Trustees, 
respective  jurisdictions:  First,  To  select  and  designate  a  Common 
School  Marshal,  and  file  a  certificate  of  his  appointment  in  the  office 

3 


18  COMMENTARIES   ON   THE   SCHOOL   LAW. 

of  the  County  Superintendent.  Second,  To  fix  the  location  of  School 
Houses  in  accordance  with  the  expressed  wishes  of  a  majority  of  the 
qualified  electors  within  their  Districts,  expressed  at  a  District  meet- 
ing to  be  called  on  at  least  five  days  notice  by  the  Trustees;  but 
in  case  a  majority  of  such  voters  shall  not  agree  thereon,  then  the 
said  Trustees  may  fix  the  location  of  School  Houses  according  to  their 
own  best  judgment.  Third,  To  superintend  the  erection  and  repairs 
of  all  School  Houses;  to  distribute  the  blank  forms,  laws  and  instruc- 
tions received  by  them,  to  the  persons  by  law  entitled  to  receive  the 
same.  Fourth,  To  examine  persons  proposing  to  become  School 
Teachers,  under  the  provisions  of  this  Act,  and  to  grant  certificates  of 
approbation  and  recommendation  to  such  as  they  shall  find,  after  a 
rigid  and  thorough  examination  and  investigation,  to  be  persons  of 
good  moral  character,  of  sufficient  learning  and  ability  for  teaching, 
having  a  special  regard  to  their  ability  to  impart  knowledge,  and  to 
Same.  no  othcrs;  and  to  revoke  any  such  certificate  at  pleasure, 

first  giving  reasonable  notice  to  the  person  holding  the  same;  all  such 
certificates  shall  remain  in  force  during  one  year  from  and  after  their 
respective  dates,  unless  sooner  revoked,  and  no  longer,  and  any  cer- 
tificate otherwise  granted  shall  be  void.  Fifth,  To  employ  and  fix 
\ihe  salaries  and  time  of  service  of  Common  School  Teachers.  Sixth, 
JTo  suspend  or  expel  from  any  such  Common  School,  with  the  advice 
/of  the  Teacher,  any  pupil  who  will  not  submit  to  the  reasonable  and 
ordinary  rules  of  order  and  discipline  therein.  Seventh,  To  arrange 
among  themselves  in  such  a  manner  that  at  least  one  of  the  Trustees 
shall  visit,  and  ascertain  the  character,  progress  and  prospects  of  each 
School,  at  least  once  a  month.  Eighth,  To  carry  out  and  execute  their 
powers  and  duties,  as  conferred  and  imposed  by  this  Act,  in  accord- 
ance with  the  instructions  of  the  State  Board  of  Education,  and  in 
form,  as  shall  be  prescribed  by  the  Superintendent  of  Public  Instruc- 
tion. Ninth,  To  make  and  keep  a  record  of  all  their  official  acts  and 
decisions,  and  a  strict  and  particular  account  of  all  moneys  received 
and  disbursed,  and  all  bills  audited  and  paid;  said  record  and  account, 
together  with  the  vouchers  relating  thereto,  shall  be  subject,  at  all 
Same.  timcs,  to  the  inspection  and  examination  of  the  Superin- 

tendent of  Public  Instruction,  or  the  County  Superintendent,  or  any 
elector  of  the  School  District.  Tenth,  To  report  to  the  County  Su- 
perintendent of  their  respective  counties,  on  or  before  the  first  day  of 
November,  annually,  the  amount  of  all  expenditures  on  account  of 
Schools  in  their  respective  precincts  during  the  previous  School  Year, 
ending  on  the  last  day  of  October;  and  the  manner  in  which  the 
same  shall  have  been  expended;  specifying  what  portion  and  amount 
thereof  has  been  expended  for  the  services  of  legally  qualified  Teach- 
ers; the  amount  which,  during  that  time,  shall  have  been  raised  in 
the  several  Common  School  Districts,  by  subscription  or  otherwise, 
and  allowed  to  such  qualified  Teachers  as  salary  or  compensation;  the 
names  of  the  Teachers  employed,  and  the  time  of  service,  and  the 
salaries  paid  to  each ;  the  number  of  pupils  taught,  and  the  average 
attendance  and  progress  of  the  pupils  in  each  School  organized  and 


APPOINTMENT   OF   SCHOOL   MARSHALS.  19 

tauglit  under  the  provisions  of  this  Actj  and  such  other  statistics  as 
shall  be  directed  by  the  Superintendent  of  Public  Instruction.    Elev- 
enth, And  at  the  close  of  their  official  term,  to  deliver  over  their 
books  of  records,  and  all  papers,  books,  blanks,  documents,  moneys,, 
and  all  other  property  in  their  hands  as  such  Trustees,  to  their  suc- 
cessors in  office,  and  take  their  receipt  for  the  same,  which  receipt 
shall  be  filed  with  the  County  Superintendent.     Provided,  That  if 
the  Trustees  neglect  to  make  returns  as  herein  required,  neiinqnem  Pis- 
the  District  shatl  still  be  entitled  to  its  portion  of  School  J^^'^^^'b^ai^ {& 
Money,   if  proof   satisfactory  to  the  Superintendent  of  ^""'*- 
Public  Instruction  be  made  in  writing  and  filed  with  the  State  and 
County  Superintendent,  showing  the  facts  required  to  be  reported  by 
the  Trustees. 


REMARKS. 

As  the  School  Marshals  are  to  make  their  reports  by 
the  10th  of  November,  the  Trustees  should  appoint  so 
early  in  October  as  to  give  them  full  time  to  make  a 
thorough  census  of  the  District. 

The  Trustees  should  exercise  a  judicious  discrimination 
in  the  selection  of  a  person  for  the  position  of  School  ^lar- 
shal,  as  upon  the  energy,  tact  and  fidelity  with  which  he 
executes  his  trust,  depends  the  amount  of  the  School 
Fund,  both  State  and  County,  to  which  the  District  will 
be  entitled.  Other  things  being  equal,  and  circumstances 
permitting,  it  is  often  judicious  to  appoint  the  Teacher  as 
Marshal,  especially  in  the  rural  Districts.  Give  him  ample 
means  to  make  his  census  complete. 

It  is  poor  economy  to  cramp  him  in  the  discharge  of  his 
duties.  Blank  appointments  will,  as  usual,  be  furnished 
on  application  by  the  Superintendent  of  Public  Instruc- 
tion. 

Before  fixing  upon  a  location  for  a  School  House,  the 
Trustees  should  call  the  meeting,  required  by  the  Act,  by 
posting  notice  in  half  a  dozen  conspicuous  places  in  the 
District  a  week  before  the  time  appointed. 

The  notice  should  specify  the  time,  place,  and  object  of 
the  meeting.  Both  time  and  place  should  be  selected 
with  a  view  to  secure  the  largest  possible  attendance. 

The  meeting  should  be  organized,  as  any  other  public 
meeting. 


20  COMMENTARIES   ON  THE   SCHOOL   LAW. 

One  of  the  Trustees,  or  any  citizen,  may  call  it  to  order 
at  the  time  appointed.  A  President  and  Secretary  should 
then,  on  motion,  be  elected. 

The  meeting  is  then  prepared  for  business,  and  may  dis- 
cuss the  question  of  location. 

l^one  but  qualified  electors  may  have  a  voice  in  the  dis- 
cussion or  the  voting.  The  vote  may  be  taken,  at  the 
pleasure  of  the  meeting,  either  viva  voce,  by  tellers,  or  by 
ballot,  and  a  majority  of  those  voting  shall  decide  the 
question.  The  Act  says,  "  a  majority  of  the  electors  within 
the  District";  but  this  must  be  construed  to  mean  a  ma- 
jority of  the  District  electors  present  at  the  meeting,  as  it 
would  be  difficult — in  many  cases  impossible — to  determine 
what  is  an  actual  majority  of  the  electors  in  the  District. 

Besides,  it  may  be  impossible  to  secure  the  attendance 
of  an  absolute  majority. 

If,  after  due  notice,  the  meeting  should  prove  so  insig- 
nificant in  numbers,  as  clearly  not  to  express  the  wishes 
of  the  District,  it  should  be  adjourned  to  another  day,  and 
notice  should  again  be  given  in  the  prescribed  manner. 

It  has  been  said  that  a  majority  of  those  present  may 
fix  upon  a  location. 

A  plurality,  therefore,  will  not  suffice. 

In  case  the  meeting  is  so  divided  in  its  preferences  for 
three  or  more  locations,  that  an  absolute  majority  cannot 
be  obtained  for  any  one,  the  Trustees  are  empowered  to 
exercise  their  own  best  judgment  in  the  premises. 

In  such  an  event,  they  should  select  such  a  location  as 
is  most  convenient  to  the  greatest  number  of  families  in 
the  District. 

The  powder  "to  superintend  the  erection  and  repairs  of 
all  School  Houses,"  implies  the  power  to  authorize  and  con- 
tract for  such  erection  and  repairs. 

This  power  the  Trustees  should  never  exercise,  unless 
they  see  clearly  the  way  to  obtain  the  means. 

They  should  bear  in  mind,  they  cannot  use  any  portion 
of  the  State  School  Fund  for  such  purposes,  that  Fund 


TAKING  THE   CENSUS.  21 

being  expressly  devoted  to  the  payment  of  Teachers' 
salaries. 

The  last  session  of  the  Legislature,  by  Act,  approved 
April  26th,  1858,  which  will  be  given  presently,  provided 
the  means  whereby  funds  for  the  erection  of  School  Houses 
could  be  obtained. 

In  distributing  the  laws,  forms,  and  instructions,  to  the 
Teachers  and  School  Marshals,  the  Trustees  are  requested 
to  urge  a  prompt  and  full  compliance  with  the  Law.  Im- 
press upon  the  Teacher  the  importance  of  filling  up  every 
column  in  his  blank  report,  and  require  him  to  farnish 
one  copy  to  themselves,  one  to  the  County  Superintend- 
ent, and  one  to  the  Superintendent  of  Public  Instruction. 

Require  him  to  do  this  punctually,  on  the  1st  of  Novem- 
ber of  each  year,  that  the  Trustees  may  embody  the  infor- 
mation in  their  own  reports. 

Impress  upon  the  School  Marshal  the  necessity  of  ob- 
taining the  name  of  every  child,  between  four  and  eighteen 
years  of  age,  in  the  District. 

To  insure  this,  perhaps,  the  best  plan  would  be  to  make 
his  compensation  contingent  upon  the  thoroughness  of 
his  work. 

It  is  the  very  worst  policy — in  fact,  a  premium  to  indo- 
lence and  inefficiency — to  contract  with  him  to  do  his  work 
for  a  fixed  sum.  He  has  then  no  incentive  to  make  his 
census  complete. 

The  Trustees  know  about  the  number  of  children  in 
the  District.  By  fixing  a  jper  capita  compensation,  they 
can  tell  very  nearly  the  gross  amount  they  will  have  to 
pay,  and,  in  addition,  make  it  the  interest  of  the  Marshal, 
as  it  certainly  is  that  of  the  District,  not  to  let  a  single 
child  escape  his  notice. 

The  Superintendent  of  Public  Instruction  will  require, 
hereafter,  from  the  Marshal,  certain  additional  information, 
which  will  be  referred  to  in  its  "proper  place,  and  provided 
for  in  the  census  blanks.  It  will  be  entirely  within  the 
sphere  of  his  duties,  and  the  Superintendent  requests  that 


22^  COMMENTARIES   ON   THE    SCHOOL   LAW. 

the  Trustees  will  hold  him  to  a  rigid  accountability  for  the 
proper  fulfillment  of  these  additional  requirements, 
f  The  duty  of  examining  persons  proposing  to  become 
Teachers,  is  one  of  the  most  important  devolving  upon 
.  Trustees,  as  upon  a  fit  selection  depend  the  efiiciency  and 
popularity  of  their  School — the  welfare,  and,  to  a  certain 
extent,  the  moral  training  of  their  children. 

To  the  obligations  imposed  by  such  grave  responsibili- 
ties, little  that  can  be  said  by  the  State  Superintendent 
can  add  binding  force.  One  point,  however,  should  not 
be  overlooked.  It  is  made  the  duty  of  the  County  Super- 
intendent to  aid  the  Trustees  in  such  examinations. 

The  latter  should,  therefore,  always  give  their  Superin- 
tendent timely  notice  of  the  time  and  place  of  the  exami- 
nation, and  specially  request  his  presence. 

His  experience,  to  be  presumed  from  the  position  he 
occupies,  may  prove  of  great  service. 

In  making  such  examination,  it  is  important  that  all  the 
Trustees  be  present. 

Two,  at  least,  are  necessary.  One  Trustee  has  no  right 
to  grant  a  certificate,  even  though  it  be  acquiesced  in  by 
his  colleagues. 

In  case  the  County  Superintendent  participate  in  the 
examination,  proper  deference  should  be  accorded  to  his 
opinion  of  the  fitness  and  qualifications  of  the  applicant. 

However  learned  and  competent  the  person  applying  to 
be  Teacher  may  be,  reject  him  if  morally  objectionable, 
or  if  addicted  to  vicious  habits. 

With  the  young,  example  is  more  forcible  than  precept, 
and  nothing  so  blunts  their  sensibilities — so  familiarizes 
them  with  vice,  as  to  see  its  display  in  their  instructors. 

In  examining  the  mental  qualifications  and  acquire- 
ments of  an  applicant,  do  not  rely  entirely  upon  books. 
Test  the  range  of  his  general  information  ;  require  an  ex- 
position of  his  plan  of  instruction — his  rules  for  the  gov- 
ernment of  children  and  the  observance  of  order. 

It  not  unfrequently  happens,  ignorant  pretenders,  failing 


EXAMINATION   OF  TEACHERS.  ^ 

in  other  employments,  endeavor  to  fasten  themselves,  as 
Teachers,  upon  the  Schools.  They  commit  to  memory  the 
leading  rules  of  Arithmetic  and  Grammar,  and  the  ele- 
ments of  Geography,  and  thus,  after  a  few  days  cramming, 
present  themselves  for  examination. 

A  careful  scrutiny  will  always  detect  such.  A  mere 
skimming  inquiry  may  not  do  so.  A  competent  teacher  is 
familiar,  not  only  with  the  rules  of  science,  hut  with  the 
philosophy  of  those  rules.  By  this  test  may  the  pretender 
always  be  detected. 

Examine  an  applicant  not  only  as  to  the  terms  of  a  rule, 
but  require  him  to  explain  the  reasoning  by  which  this 
rule  was  arrived  at,  or,  in  other  words,  why  it  is  the  rule. 
This  is  particularly  necessary  in  Arithmetic,  and  in  the 
Mathematics  generally. 

If,  at  any  time,  it  is  discovered  that  a  Teacher  is  incom- 
petent— neglects  his  duties — or  is  addicted  to  habits  at 
variance  with  good  morals,  the  Trustees  should,  after 
reasonable  notice,  revoke  their  certificate. 

In  this  connection,  the  State  Superintendent  would  say 
that  he  has  opened  a  Register  in  his  office,  in  which  are 
recorded  the  names  of  competent  ladies  and  gentlemen 
desiring  positions  as  Teachers,  and  the  address  of  Trus- 
tees and  others  seeking  to  employ  Teachers. 

County  Superintendents,  Trustees,  and  private  individu- 
als, desiring  the  services  of  experienced  instructors,  are 
requested  to  make  application  to  the  Superintendent  of 
Public  Instruction.  He  will  be  happy  to  recommend  to 
them  suitable  persons. 

The  Trustees  have  the  right  to  fix  the  time  of  service  of 
Common  School  Teachers. 

This  carries  with  it  the  right  to  fix  the  hours  during 
which  the  School  shall  be  kept  open — the  time  and  dura- 
tion of  vacations,  and  generally  the  right  to  establish  such 
regulations  for  the  internal  government  of  the  School 
as  they  may  deem  proper. 

The  State  Superintendent  considers  it  good  policy  to 


4 


24  COMMENTAKIES    ON   THE    SCHOOL   LAW. 

permit  a  recess  of  the  School  as  often  as  possible  consist- 
ently with  the  proper  preparation  of  the  tasks  imposed 
upon  the  pupils. 

This  is  more  particularly  necessary  when  the  children 
are  quite  young.  Their  tender  frames  cannot  stand  close 
confinement  in  the  same  position  for  three  or  four  hours. 
Far  short  of  that  time,  they  become  restless,  weary,  and 
incapable  of  fixing  their  minds  upon  study.  When  this 
occurs,  nature  calls  for  relaxation.  A  half  hour's  run  in 
the  fields  will  enable  them  to  accomplish  more,  in  the  next 
hour,  than  in  double  the  time  closely  confined. 

The  frequency  of  the  recess  should  be  in  proportion  to 
the  age  of  the  pupils. 

A  child  of  seven  or  eight  years  cannot  be  expected  to 
apply  himself  so  closely,  or  for  so  long  a  time  at  a  sitting, 
as  a  youth  of  twelve  or  fourteen  years. 
"^     jChe    Trustees  have  the   power  to   dismiss    refractory 
pupils  from  the  Public  Schools. 

This  power  should  only  be  exercised  as  a  last  resource. 

"When  a  pupil  displays  such  persistent  insubordination 
— such  precocious  viciousness,  as  to  threaten  infection  to 
his  fellows,  self-defense  requires  that  he  shall  be  banished 
from  their  companionship. 

But  the  Superintendent  would  advise  that  no  pupil  be 
dismissed  or  suspended  for  mere  idleness  or  incapacity. 

The  first  is  a  fault  that  may  be  corrected  by  patience — 
the  second  a  misfortune  that  may  be  repaired  by  perse- 
,i!^rance. 

This  misfortune,  too,  is  often  more  apparent  than  real. 
Many  a  dull  and  sluggish  school-boy  has  matured  into  a 
ripe  and  accomplished  scholar. 

Reference  is  made,  in  the  Act,  to  the  dismissal  of  pupils 
"  who  will  not  submit  to  the  reasonable  and  ordinary  rules 
of  order  and  discipline"  prescribed  for  the  government  of 
the  School. 

The  Superintendent  of  Public  Instruction  would  em- 
phatically discourage  a  resort  to  corporal  punishment. 


CORPORAL    PUNISHMENT.  25 

He  considers  this  relic  of  a  less  enlightened  age,  about 
on  a  jpar  with  the  fashion,  once  so  prevalent,  of  beating, 
clubbing  and  starving  the  hapless  insane,  to  calm  their 
ravings. 

Experience  has  shown  that  it  is  possible  for  an  enlight- 
ened instructor  to  govern  without  recourse  to  the  rod. 

This  passion  for  birching,  in  former  times  so  universal, 
is  happily  falling  into  disrepute. 

Some  of  the  soundest  thinkers  of  the  age  discourage  it. 

Its  frequency,  in  time,  deprives  it  of  all  sting. 

It  blunts  the  sensibilities,  hardens  the  nature,  and  tends 
to  break  the  spirit  of  youth. 

There  is  nothing  so  sad  as  the  spectacle  of  a  youth,  of 
impulsive  temperament,  buoyant  spirits,  and  ardent  aspira- 
tions, checked,  dulled,  dispirited  by  constant  ill  usage. 

Burke,  we  believe  it  was,  once  remarked,  "  We  should 
excuse  something  to  the  spirit  of  liberty."  To  all  in 
charge  of  the  rising  generation,  the  Superintendent  would 
say,  "Excuse  much  to  the  spirit  of  youth." 

Exhaust  all  other  resources  before  recourse  is  had  to  the 
rod — better,  then,  turn  over  the  incorrigible,  for  correction, 
to  his  parents.  Flogging  has  been  abolished,  for  children 
of  older  growth,  in  our  Xavy.     Why  not  in  our  Schools  ? 

The  duty  of  visiting  the  Schools,  the  Trustees  are  ear- 
nestly requested  to  perform  as  often  as  possible. 

If,  instead  of  one  member,  the  whole  Board  would  unite 
in  the  visit,  and  make  it  the  occasion  for  a  gathering  of 
the  pupils'  parents,  it  would  carry  much  more  weight. 

It  would  remind  the  Teacher  of  his  accountability,  and 
spur  him  to  a  faithful  discharge  of  his  duties. 

It  would  give,  too,  a  fillip  to  the  exertions  of  the  pupils, 
and  convince  them  their  eftbrts  are  not  overlooked. 

The  Trustees  should  regularly  organize,  as  a  Board,  by 
the  election  of  a  President  and  Secretary. 

The  Secretary  should  provide  a  book,  in  which  should 
be  recorded,  in  due  form,  all  their  official  acts. 

Their  accounts  should  be  so  clearly  kept,  as  to  show, 
4 


26  COMMENTARIES   ON   THE    SCHOOL    LAW. 

separately,  their  receipts  from  the  State,  and  the  County, 
and  from  District  subscriptions  and  rate-bills — their  expen- 
ditures for  Teachers'  salary — for  the  erection  and  repair  of 
School  Houses  — for  the  purchase  of  books  and  apparatus, 
and  for  incidentals.  This  is  necessary,  to  make  their  an- 
nual report  full  and  complete. 

They  should  never  audit  any  account  unless  there  is  cash, 
at  the  time,  to  the  credit  of  their  District,  and  never  antici- 
pate the  resources  of  the  coming  year  to  satisfy  present 
necessities. 

The  funds  accruing  in  any  one  year  must  meet  the  ex- 
penses of  that  year. 

In  no  event,  hereafter,  can  the  School  Fund,  received 
after  the  31st  of  October,  be  devoted  to  the  payment  of 
debts  incurred  prior  to  that  time. 

When  the  Trustees  find  that  the  cash  to  their  credit  is 
exhausted,  or  about  to  be  exhausted,  with  no  immediate 
prospect  of  more  being  received,  they  should  at  once  cease 
to  incur  expense,  or  have  recourse  to  rate-bill  and  volun- 
tary subscriptions. 

In  reference  to  the  tenth  subdivision  of  the  Trustees' 
duties,  it  is  scarcely  necessary  for  the  Superintendent  to 
urge  a  prompt  and  faithful  compliance.  Suffice  it  to  say, 
unless  the  reports  here  required  are  furnished  within  the 
time  prescribed,  the  District  will  be  deprived  of  any  share 
of  the  School  Fund,  both  State  and  County,  for  a  whole 
year.  ^N'or  will  it  be  sufficient  to  send  a  mere  skeleton 
report.  Every  item  should  be  separately  set  forth — every 
column,  in  the  blank,  filled.  The  omission  of  one  may 
throw  out  the  whole  report,  and  lose  the  District  its  share 
of  the  fund. 

The  Trustees  will  transmit  one  copy  of  their  report  to 
the  County  Snperintendent,  one  to  the  Superintendent 
of  Public  Instruction,  and  retain  one  for  reference. 

Under  the  Proviso  at  the  close  of  the  Section,  the  State 
Superintendent  has  occasionally  repaired  the  neglect  of  the 
Trustees,  by  issuing,  on  proper  evidence,  a  supplemental 
apportionment  for  the  benefit  of  delinquent  Districts.    The 


DISTRICT   TAX.  27 

Superintendent  will  only  exercise  this  discretionary  power 
in  extreme  cases,  and  he  desires  to  warn  parties  interested 
that  he  will  hereafter  closely  scrutinize  all  applications  for 
relief  under  this  Proviso,  and  reject  them,  except  in  cases 
of  extreme  hardship. 


DISTRICT   TAX   FOR   THE    SUPPORT   OF   SCHOOLS. 

The  Act  of  April  26th,  1858,  which  may  properly  be  iii- 
troduced  here,  provides,  in  Sections  2,  3,  4,  and  5,  as  fol- 
lows : 

Section  2,  The  Board  of  Trustees  of  any  School  District  in  this 
State  where  a  Public  School  has  been  kept  for  the  period  Trastees  may  cau 
of  four  consecutive  months,  or  more,  in  the  School  Year,  ^tSiTiu^tlSn 
and  when  there  is  not  sufficient  money  in  the  County  ofia^ation. 
Treasury  to  the  credit  of  the  School  Fund  of  said  District,  to  defray 
one-half  of  the  expenses  of  another  term  of  said  School,  of  four 
months  duration,  may,  when  in  their  judgment  the  same  shall  be 
advisable,  call  an  election,  and  submit  to  the  qualified  electors  of  said 
District  the  question,  whether  they  will  be  taxed  to  pay  the  expense 
of  an  additional  term  of  said  School. 

Section  3.  Notice  of  said  election  shall  be  given  by  publication 
in  some  newspaper  published  in  the  county,  if  any  be  xotice  of  eiec- 
published  therein;  if  not,  then  by  posting  in  three  of  the  »'on-how  ^iven. 
most  public  places  in  said  District,  for  twenty  days  next  preceding 
said  election,  of  the  time  and  place  of  holding  the  same,  and  of  the 
amount  of  money  necessary  to  be  raised  to  defray  the  expenses  of 
said  additional  term,  and  of  the  rate  of  taxes  necessary  to  be  levied, 
and  the  length  of  the  proposed  term. 

Section  4.  The  voting  at  said  election  shall  be  by  ballot,  on 
which  ballot  shall  be  written  or  printed  the  words,  ''  Tax,  Manner  of  voUng. 
yes,"  or  ''  Tax,  no;"  and  if  a  majority  of  the  votes  polled  at  such 
election  shall  be  in  favor  of  such  tax,  the  Board  of  Trustees  shall  be 
empowered,  and  it  is  hereby  made  their  duty,  to  levy  and  cause  to 
be  collected,  a  special  tax,  at  the  rate  specified  in  their  notice,  on  all 
the  real  and  personal  property  in  said  District  subject  to  taxation, 
which  fund  so  raised  shall  be  paid  into  the  County  Treasury  to  the 
credit  of  said  School  District,  and  shall  be  applied  to  the  payment  of 
the  expenses  of  said  additional  term,  and  to  no  other  purpose  what- 
ever ;  jyrovided,  hoicever,  that,  in  case  there  should  be  a  surplus 
remaining  after  the  expenses  of  said  term  have  been  paid,  the  amount 
of  such  surplus  shall  be  subject  to  the  order  of  the  Board  of  Trus- 
tees, as  in  other  cases  ;  and  provided,,  further,  that  any  deficiency  in 
said  fund  shall  be  raised  by  ratio  bill,  from  those  sending  children  to 
said  School. 


28         ^         COMMENTARIES   ON  THE    SCHOOL   LAW. 

Sectton  5.  Said  Board  of  Trustees  shall  have  power  to  appoint 
Collection  of  tax.  the  Judges  and  Clerks  of  said  election,  and  the  Assessor 
and  Collector  of  said  tax ;  and  said  Collector,  before  entering  upon 
the  discharge  of  his  duties,  shall  take  the  oath  of  office,  and  give 
bonds,  in  double  the  estimated  amount  of  money  to  come  into 
his  hands,  with  good  and  sufficient  sureties,  to  be  approved  by  the 
Board  of  Trustees,  conditioned  for  the  faithful  performance  of  his 
duties,  and  when  he  shall  have  been  so  qualified,  he  shall  have  the 
same  power  to  enforce  the  collection  of  said  tax  as  is  given  to  Sheriflfs 
and  Tax  Collectors  in  the  collection  of  State  and  County  taxes.  He 
shall  receive,  as  compensation,  five  per  cent,  of  all  the  money  col- 
lected by  him,  but  no  other  compensation  whatever ;  and  the  As- 
sessor shall  be  authorized  to  use,  so  far  as  the  same  may  be  prac- 
ticable, the  assessment  list  of  the  County  Assessor. 


REMARKS. 

Under  the  provisions  of  Section  2,  these  four  circnm- 
stanees  must  combine  to  justify  an  election :  First,  The 
District  must  have  maintained  a  Public  School  for  four 
months.  Second,  Those  months  must  have  been  consecu- 
tive— two  at  one  time,  and  two  at  another,  will  not  suffice. 
Third,  The  money  in  the  County  Treasury  to  the  credit  of 
the  District,  must  be  clearly  insufficient  to  defray  one-half 
the  ordinary  expenses  of  another  term  of  the  School,  of 
four  months  duration.  Fourth,  The  Trustees  must  con- 
sider the  proposed  tax  advisable. 

In  the  absence  of  any  one  of  these  conditions,  the  tax, 
even  if  approved  by  a  vote  of  the  electors,  will  be  illegal. 

In  ease  two  Schools  have  been  supported  in  the  same 
District,  at  the  same  time,  for  periods  whose  aggregate 
would  amount  to  four  months,  under  a  liberal  construction 
of  the  Act  the  Trustees  may,  for  the  purposes  of  this  tax, 
consider  them  as  one,  maintained  for  the  full  four  months 
required. 

It  will  not  be  sufficient,  however,  if  one  of  the  Schools 
was  kept  open  for  two  months,  and,  after  an  interval, 
another  was  maintained  for  two  months  longer. 

In  giving  the  notice  required  by  Section  3,  the  Trustees 
should  not  only  publish  it  in  the  county  newspaper,  but 
they  should,  also,  post  it  in  every  place  of  resort  in  the 
District. 


VERSITT  \ 
SPECIAL   ELECTION.  29 

The  tax  will  become  unpopular,  and,  in  the  end,  bring 
the  cause  of  education  into  disfavor,  if  the  slightest  cause 
for  murmuring  is  permitted. 

Let  not  the  opponents  of  the  tax  have  even  an  apology 
for  charging  that  a  snap-judgment  was  taken  upon  them. 

To  this  end,  neglect  no  means  to  give  the  notice  the 
most  extended  publicity,  even  beyond  the  literal  require- 
ments of  the  Act. 

The  notice,  whether  published  or  posted,  or  both,  must 
be  given  for  twenty  days  next  preceding  the  election.  A 
shorter  period  will  vitiate  the  tax. 

The  Trustees  should  select  such  time  for  the  election  as 
may  best  suit  the  convenience  of  voters. 

They  need  not  confine  the  election  to  one  place.  They 
may  order  polls  to  be  opened  at  as  many  points  as  they 
deem  proper. 

It  would  be  best  to  open  them  at  all  the  usual  election 
precincts  in  the  District. 

The  Trustees  must  estimate  how  much  money  they  will 
need  for  the  additional  term  of  four  months,  or  less,  as  they 
may  decide  upon. 

They  must  obtain  an  approximation,  at  least,  to  the 
value  of  the  taxable  property  in  the  District,  and  therefrom 
propose  to  the  electors  the  lowest  possible  rate  of  taxation 
that  will  produce  the  sum  required. 

In  giving  the  notice,  it  is  essential  to  the  validity  of  the 
tax  that  all  the  requirements  of  the  Act  shall  be  literally 
complied  with. 

The  time,  the  place  or  places,  the  amount  of  money,  the 
rate  of  taxation,  and  the  length  of  the  proposed  term, 
should  all  be  specially  set  forth. 

The  Judges  and  Clerks  of  the  election  must  certify  the 
vote  to  the  Trustees,  within  a  time  to  be  fixed  by  them. 

A  full  Board,  or  at  least  a  quorum,  should  be  present  at 
the  count.  K  the  vote  for  and  against  the  tax  be  a  tie,  the 
proposition  to  tax  is  lost.  In  such  event,  however,  the 
Trustees  may  order  a  new  election ;  but  at  such  new  elec- 
tion, all  the  forms  required  for  the  first  must  be  complied 


W         0  COMMENTARIES    ON   THE    SCHOOL    LAW. 

witli.  If  a  majority  of  the  votes  be  in  favor,  it  is  made  the 
duty  of  the  Trustees  to  levy  the  tax  proposed.  This  should 
be  done,  at  a  meeting  of  the  Board,  by  the  passage  of  a 
formal  resolution,  in  set  terms,  fixing  the  rate.  At  such 
meeting  a  quorum  must,  of  course,  be  present. 

This  resolution  should  be  published  a  reasonable  length 

of  time  in  the  county  paper,  if  there  be  one  ;  if  not,  it 

should  be  posted  in  the  usual  manner  throughout  the  Dis- 

^ri<?t.     'No  portion  of  the  fund  realized  from  this  special 

Jf  tax  can  be  used  to  pay  back  indebtedness. 

It  must  be  devoted  to  the  payment  of  the  expenses  of 
the  additional  term. 

It  may  happen,  either  from  the  rate  proposed  being  too 
small,  or  the  inability  to  collect  the  whole  amount  of  taxes, 
that  the  amount  raised  is  insufficient  to  support  the  School 
for  such  additional  term. 

In  this  case,  it  is  provided  that  the  Trustees  shall  raise 
the  deficiency  by  rate-bill,  in  manner  and  form  as  will  be 
explained  in  the  commentary  upon  Section  31  of  the  School 
Law. 

This  Law,  particularly  Section  5,  confers  important  pow- 
ers upon  the  Trustees. 

In  appointing  the  Judges  and  Clerks  of  the  election,  en- 
deavor to  secure  the  services  of  gentlemen  connected  with 
the  cause  of  education.  For  this  purpose,  it  might  be  well 
to  select  the  Teacher  as  one  of  the  officers. 

Other  things  being  equal,  always  appoint  a  tax  payer,  or 
parent  of  children  attending  the  School. 

Allow  the  officers  of  election  such  compensation,  unless 
they  agree  to  waive  it,  as  will  insure  the  faithful  perform- 
ance of  their  duties.  The  expenses  of  the  election  may  be 
legitimately  drawn  from  the  proceeds  of  the  tax. 

Use  every  precaution  to  secure  an  energetic  Assessor  and 
Collector,  for  on  them  will  greatly  depend  the  amount 
realized  from  the  tax. 

It  will  be  good  policy  to  appoint,  as  Assessor,  one  of  the 
Deputy  County  Assessors,  or  other  person  who  has  had  ex- 
perience in  such  capacity. 


LEVYING    SPECIAL    TAX.  31 

If  none  of  these,  then  such  resident  of  the  District  as, 
from  long  experience,  may  be  presumed  to  be  best  ac- 
quainted with  the  value  of  property. 

His  labors  will  be  greatly  facilitated  by  the  authority 
conferred  upon  him  by  the  Act,  to  use  the  assessment  list 
of  the  County  Assessor. 

The  Trustees  should  notify  the  latter  of  the  appointment 
of  School  Tax  Assessor,  and  request  his  co-operation. 

They  should  also  fix  the  time  within  which  the  assess- 
ment must  be  completed. 

The  assessment  must  be  returned  to  the  Board  of  Trus- 
tees, and  be  by  them  formally  adopted. 

Although  no  provision  is  made  by  the  Act  for  equalizing 
the  taxes,  analogy  and  equity  require  that  the  Trustees 
should  act,  for  a  reasonable  length  of  time  after  the  return 
of  the  assessment  list,  as  a  Board  of  Equalization,  to  hear 
complaints,  and  reduce  the  assessment  in  cases  where 
justice  clearly  requires  it. 

For  the  proper  and  satisfactory  execution  of  this  Act,  it 
is  apparent  the  boundaries  of  the  School  District  must  be 
distinctly  fixed  by  the  Board  of  Supervisors. 

If  there  is  any  doubt  about  the  exact  boundaries,  appli- 
cation should  be  made  to  the  Supervisors  to  fix  them,  be- 
yond dispute,  before  an  attempt  is  made  to  impose  the  tax. 

In  case  any  person  assessed  claims  that  his  property  is 
not  within  the  District,  the  Trustees  will  take  evidence  upon 
the  point,  and,  if  his  claim  is  sustained,  strike  his  name 
from  the  assessment  list. 

Should  it  be  claimed  and  establish¥d  that  but  a  portion 
of  a  tax  payer's  property  is  within  the  District,  the  Trus- 
tees may  reduce  his  assessment  to  an  equitable  amount. 

Ko  provision  is  expressly  made  for  the  compensation  of 
the  Assessor,  but  the  Trustees  may  allow  him  such  sum  as 
they  think  proper,  payable  out  of  the  proceeds  of  the  tax. 

There  is  nothing  in  the  law  to  forbid  the  appointment 
of  the  same  person  to  act  as  Assessor,  and,  after  the  com- 
pletion of  his  duties  as  such,  to  act  as  Collector  of  the  tax. 

The  Trustees  may  use  their  discretion  in  the  matter. 


32  COMMENTAKIES    ON   THE   SCHOOL    LAW. 

It  might  be  good  policy,  at  times,  to  unite  the  two  offices 
in  the  same  person. 

It  will  probably  be  found  the  cheapest  plan. 

As  soon  as  the  assessment  list  has  been  equalized  and 
formally  adopted,  it  should  be  placed  in  the  hands  of  the 
Collector. 

The  Collector  should,  of  course,  be  familiar  with  the 
powers  conferred  by  law  upon  Sheriffs  and  Tax  Collectors 
to  enforce  the  collection  of  taxes,  as  his  powers  in  the  prem- 
ises are  the  same.  When  in  doubt,  he  should  consult 
with  those  officers,  and,  if  possible,  obtain  their  co-opera- 
tion. 

Should  different  individuals  be  selected  for  Assessor  and 
Collector,  the  Trustees  would  do  well  to  appoint  either  the 
Sheriff,  the  Tax  Collector,  or  one  of  their  Deputies,  as  Col- 
lector under  this  Act. 

Their  well  known  official  position  presupposes  a  know- 
ledge of  their  powers,  of  the  form  and  manner  of  collecting 
taxes,  and,  at  the  same  time,  will  carry  a  weight  and  au- 
thority that  no  private  individual  can  command. 

Should  the  Trustees,  however,  appoint  a  private  citizen 
as  Collector,  they  should  furnish  him  with  a  proper  certifi- 
cate of  his  appointment,  that  he  may  be  enabled  to  satisfy 
all  who  may  doubt  his  authority. 


DISTRICT   TAX    FOR   THE   ERECTION    OF   SCHOOL   HOUSES. 

The  same  Act  of  April  26th,  1858,  continues  : 

Section  6.  The  Board  of  Trustees  of  any  School  District  which 
When  School  1®  not  providcd  with  a  suitable  School  House,  and  where 
House  is  needed,  ^jjg  jj-^g^  ^^  nccessary,  shall  have  power  to  call  an  elec- 
tion, after  due  notice,  as  provided  for  in  Section  3 ;  at  which  election 
the  question,  whether  or  no  they  will  be  taxed  for  the  purpose  of 
building  a  School  House,  shall  be  submitted  to  the  qualified  electors 
of  said  District.  Before  calling  said  election,  the  Trustees  shall  cause 
Elections-how  to  bc  uiadc,  aud  shall  decide  upon,  some  plan  for  said 
to  be  called.  School  Housc,  with  estimates  of  the  expense  necessary  to 
be  incurred  in  building  same,  and  shall,  in  their  notice  of  said  elec- 
tion, state  the  amount  of  money  required,  the  rate  of  tax  necessary 
to  be  levied,  and  shall  also  state  where  the  plan  and  specifications  can 


SPECIAL  TAX  TO   BUILD   SCHOOL  HOUSES.  33 

be  seen,  which  shall  be  in  the  most  convenient  and  central  place  in 
said  District. 

Section  7.  The  voting  at  said  election  shall  be  in  the  same  man- 
ner as  provided  for  in  Section  4,  and  if  a  majority  of  the  How  the  vote 
votes  then  polled  shall  be  in  favor  of  a  tax  for  said  pur-  shaii  be  taken, 
pose,  the  Board  of  Trustees  shall,  in  that  case,  be  empowered  and  re- 
quired to  levy  a  tax,  at  the  rate  specified  in  the  notice  of  the  election, 
on  all  the  real  and  personal  property  in  said  District  subject  to  taxa- 
tion^ and  cause  the  same  to  be  collected  and  applied  to  the  building 
of  a  School  House,  according  to  the  plan  submitted  to  the  people. 

Section  8.     All  the  powers  conferred  upon  the  Trustees,  the  As- 
sessor, and  Tax  Collector,  in  relation  to  the  tax  for  School  Powers  of  Trust- 
Purposes,  shall  extend  to  the  levying  and  collection  of  the  ^  coUector. 
last  mentioned  tax. 

Section  9.  The  taxes  herein  authorized  to  be  levied  shall  not,  in 
any  case,  be  both  levied  in  the  same  year ;  and  the  pro-  Both  uxm  not  to 
visions  of  this  Act  shall  not  apply  to  any  incorporated  y&uT^  "***°^ 
city  or  town,  except  within  the  county  of  Sonoma. 

Section  10.  All  Acts  and  parts  of  Acts  in  conflict,  or  inconsist- 
ent with  the  provisions  of  this  Act,  are  hereby  repealed. 


REMARKS. 

The  mode  of  proceeding  for  the  authorization,  a^lbs- 
ment,  and  collection  of  this  tax  for  the  erection  of  School 
Houses,  is  the  same  as  explained  in  the  commentaries  upon 
Sections  2,  3,  4,  and  5. 

The  notice  should  be  published,  as  before,  for  twenty 
days  preceding  the  election,  in  the  manner  described,  and 
should  fully  set  forth  the  circumstances  specified  at  the 
close  of  Section  6.  The  Trustees  may  fix  upon  their  own 
plans.  The  estimates,  they  should  obtain  from  two  or 
more  practical  builders. 

Copies  of  the  plans  and  specifications  should  be  ex- 
hibited at  the  several  places  of  holding  the  election. 

Should  the  tax  be  authorized,  the  Trustees  must  build 
the  School  House  substantially,  in  accordance  with  the  plans 
exhibited. 

They  need  not  be  tied  down,  however,  to  all  the  details. 

They  may  make  such  modifications,  not  too  radical,  as, 
in  their  judgment,  will  improve  the  convenience  of  the 
School  House. 

5 


34  COMMENTARIES   ON  THE    SCHOOL   LAW. 

In  their  estimates  for  the  construction  of  the  building, 
they  may,  and  should,  include  the  cost  of  desks,  seats  and 
other  necessary  School  furniture. 

They  may  use  their  discretion  as  to  the  best  mode  of 
having  the  building  erected,  whether  under  their  own  su- 
perintendence, or  by  contract.  If  the  latter,  it  would  be, 
perhaps,  most  satisfactory  to  the  tax  payers,  to  advertise,  for 
proposals,  and  give  the  contract  to  the  lowest  responsible 
bidder. 

The  Superintendent  of  Public  Instruction  will  embody, 
in  this  volume,  plans  and  suggestions  for  the  proper  con- 
struction of  School  Houses  and  School  furniture,  which 
Trustees,  intending  to  build,  will  do  well  to  consult. 

He  has  paid  much  attention  to  School  Architecture,  and 
has  the  benefit  of  the  experience  of  writers  who  have  made 
this  subject  their  specialty. 

Should  Trustees  desire  more  specific  plans  and  directions 
than  it  is  possible  to  give  in  a  work  necessarily  so  limited 
as  this,  he  will  be  happy  to  furnish  them,  on  application. 

The  Act  prohibits  the  levying  of  the  tax  for  the  support 
of  an  additional  term  of  the  School,  and  the  tax  for  the 
erection  of  a  School  House,  in  the  same  year. 

The  reason  is  apparent.  It  would  impose  too  heavy  a 
burden  upon  the  tax  payers. 

It  will  be  observed  that  no  incorporated  city,  or  town, 
with  the  exception  named,  has  the  right  to  impose  either 
of  these  taxes.  They  must  rely  upon  the  general  powers 
conferred  upon  their  Common  Council  by  Section  22  of  the 
School  Law,  which  see. 


SUPERINTENDENTS     AND     TRUSTEES     NOT    TO    BE     INTERESTED     IN 

CONTRACTS. 

The  Act  of  March  28th,  1857,  amendatory  of  Section 
14th  of  the  School  Law  of  May  3d,  1855,  contains  this 
further  provision : 

Section  3.  No  Superintendent,  or  Trustee  of  Common  Schools, 
Interest  in  con-  shall  bo  interested  iu  any  contract  let  or  made  by  any 
tracu.  District  over  or  in  whicb  he  has  any  official  supervision 

or  control ;  nor  shall  he  be  employed  as  Teacher  in  any  such  District ; 


GRADING  THE    SCHOOLS.  35 

and  all  contracts,  agreements  and  proceedings,  in  violation  of  this  Sec- 
tion, are  declared  void ;  and  any  Superintendent,  or  Trustee  of  Com- 
mon Schools,  violating,  or  aiding  in  the  violation  of  the  provisions  of 
this  Section,  shall  be  deemed  guilty  of  a  misdemeanor. 

This  Act  was  fiirtlier  amended  by  Act  of  April  25th, 
1857,  which  provides  as  follows : 

So  much  of  an  Act  entitled  "  An  Act  amendatory  of  and  supple- 
mStary  to  an  Act  to  establish,  support  and  regulate  Com-  Exceptions. 
mon  Schools,  and  to  repeal  former  Acts  concerning  the  same,^'  ap- 
proved 3Iarch  twenty-eighth,  eighteen  hundred  and  fifty-seven,  so  far 
as  the  same  prohibits  the  present  incumbents  of  the  office  of  Superin- 
tendent of  Common  Schools,  of  the  counties  of  Placer,  Sutter,  Amador 
and  El  Dorado,  from  teaching  School,  is  hereby  repealed,  so  far  as 
the  same  relates  to  said  counties  of  Placer,  Sutter,  Amador  and  El 
Dorado.  • 

The  object  of  this  law  is  apparent.  It  is  to  prevent  offi- 
cials from  making  contracts  ^^th  themselves,  and  from 
auditing,  in  their  official  capacity,  claims  acquired  as  in- 
dividuals against  the  School  Fund. 

The  Act  of  April  25th,  1857,  makes  an  exception,  it  will 
be  observed,  in  favor  of  the  present  incumbents  only,  of  the 
office  of  Superintendent  of  Common  Schools  of  the  coun- 
ties specified. 

By  ^'  present  incumbents  "  are,  of  course,  meant  those  in 
office  at  the  date  of  the  Act— April  25th,  1857.  The 
general  prohibition  will  extend  to  their  successors,  and  to 
themselves,  if  they  be  their  own  successors. 

Section  17.  The  Trustees  may  cause  the  Common  Schools,  within 
their  respective  jurisdiction,  to  be  divided  into  Primary,  Grading  the 
Grammar  and  High  School  Departments,  an^  to  employ  schools, 
competent  and  legally  qualified  Teachers  for  the  instruction  of  the 
diff'erent  departments,  whenever  they  shall  deem  such  division,  into 
departments,  advisable ;  provided,  there  be  sufficient  means  for  all 
such  departments ',  and  if  not,  then  in  the  order  in  which  they  are 
herein  named,  the  Primary  School  having  preference. 

REMARKS. 

It  is  impossible  for  the  Common  School  system  to  de- 
velop its  full  results,  unless  the  Schools  are  graded  at  the 
earliest  moment  circumstances  will  permit.    The  youth  of 


36  COMMENTARIES   ON  THE    SCHOOL  LAW. 

twelve  or  fourteen  years  of  age  can  scarcely  receive  justice 
at  tlie  hands  of  a  Teacher,  a  majority  of  whose  pupils  are 
from  seven  to  nine  years  of  age.  The  reasoning  on  this 
subject  has  been  so  forcibly  put  by  Mr.  Burrowes,  that  we 
cannot  do  better  than  ponder  it  here : 

"  Division  of  labor — that  great  promoter  of  modern  ap- 
provement— nowhere  applies  more  efficiently,  or  produc- 
tively, than  in  the  business  of  instruction.  Every  person 
conversant  with  the  subject  is  aware  that,  under  a  proper 
system,  a  class  of  ten,  or  even  twenty  pupils,  of  similar 
attainment  and  studies,  may  be  heard  to  recite  in  the  same 
length  of  time  as  a  class  of  two  or  three,  and  each  be  made 
to  derive  an  equal  degree  of  benefit.  From  this,  it  fol- 
lows, that  a  School  divided  into  two  or  three  classes,  in  each 
study,  maybe  made  to  derive  a  much  larger  degree  of  benefit 
in  the  same  time  than  one  composed  of  the  same  number 
of  pupils  broken  into  ten  or  fifteen  classes.  This  desirable 
result  can  only  be  efiected  by  the  proper  gradation  of  the 
Schools,  which  is  nothing  more  than  that  systematic  di- 
vision of  labor  which  assigns  to  the  same  School,  and  the 
same  Teacher,  all  pupils  of  the  same,  or  nearly  the  same 
class  of  attainments  and  studies ;  sending  to  their  appro- 
priate higher  or  lower  institutions  those  engaged  in  other 
branches. 

This  arrangement  will  be  found,  wherever  practicable, 
to  be  the  most  economical  mode  that  can  be  adopted  for 
the  improvement  of  the  Schools.  It  will  cause  a  greater 
degree  of  progress  to  be  made  by  each  pupil,  in  the  same 
time,  as  well  as  enable  a  larger  number  to  be  properly  in- 
structed for  the  same  expenditure.  Common  justice  will 
finally  decide,  when  fullness  of  supply  shall  permit  fair 
competition,  that  in  teaching,  as  in  every  other  profession, 
its  members  must  receive  compensation  in  proportion  to 
their  qualifications  and  services.  When  this  shall  generally 
be  the  case — and  already  it  is  the  rule  in  many  Districts — 
the  economy  of  graded  Schools  will  be  plain.  Thus,  if  there 
are  only  fifty  pupils  studying  Geography,  Grammar,  His- 


GRADING   THE   SCHOOLS.  37 

toiy,  and  Algebra,  in  a  District  with  five  Schools,  and  if 
these  fifty  are  scattered  amongst  all  these  Schools,  it  re- 
quires no  argument  to  show  that  five  Teachers,  of  the  higher 
grade,  both  of  salars^  and  qualification,  are,  or  ought  to  be, 
paid  to  do  what  one  might  more  readily  accomplish.  Kor 
is  the  waste  of  money  the  most  serious  evil.  The  time  and 
minds  of  all  the  pupils — ^both  of  the  more  and  less  ad- 
vanced— in  the  mixed  Schools  are  wasted :  whereas,  by  the 
proper  gradation  of  the  Schools,  both  these  priceless  por- 
tions of  the  capital  of  life,  now  in  the  process  of  invest- 
ment for  eternity,  might  be  saved. 

The  existing  scarcity  of  well  qualified  Teachers  forms 
another  strong  reason  for  speedy  classification.  So  long 
as  there  shall  be  found  a  few  pupils  studying  the  higher 
branches  in  every  School,  so  long  will  the  want  of  more 
Teachers  of  the  higher  branches  be  felt,  and  this  want  will 
increase,  and  cramp  the  system  more  and  more.  Every 
eflbrt  to  improve  the  Schools,  without  grading  them,  will 
but  increase  the  scarcity  of  Teachers  of  the  higher  attain- 
ments, by  causing  an  unreal  demand  for  their  services. 
This  state  of  things  will  also,  and  most  unjustly,  cause 
many  worthy,  and  comparatively  successful  Teachers  of  the 
lower  branches,  to  be  decried,  or  to  be  placed  in  the  false 
position  of  being  compelled  to  attempt  instruction  in 
branches  above  their  present  attainments.  The  opening 
of  two  or  three  of  the  Schools  of  each  District  solely  for 
pupils  in  the  higher  branches,  in  the  care  of  properly  quali- 
fied Teachers,  would  materially  lessen  both  these  evils. 
The  existing  scarcity  of  Teachers  of  the  higher  branches 
would  be  less  felt,  and  those  of  the  lower  Schools  be  re- 
lieved from  their  present  embarrassments.  By  these  re- 
marks it  is  not  designed  to  convey  the  idea  that  any  one  is 
fit  to  take  charge  of  a  Primary  School.  On  the  contrary, 
it  is  known  that  peculiar  fitness  and  preparation  are  as  in- 
dispensable in  the  child's  first  as  in  his  last  Teacher.  It 
is,  however,  indisputable,  that  many  females  and  others, 
not  yet  in  possession  of  the  higher  branches,  are  admirably 
adapted,  by  tact,  disposition,  habit,  and  acquirement,  to  the 


38  COMMENTARIES   ON  THE   SCHOOL   LAW. 

instmction  of  early  childhood  in  the  first  elements  of 
knowledge.  Mixed  or  ungraded  Schools,  b|^'  imposing  in- 
struction in  all  the  branches  upon  their  Teachers,  exclude 
hundreds  of  such  from  the  profession.  The  grading  of  the 
Schools  will  correct  this  mere  practical  evil,  and  restore 
them  to  their  proper  position  and  to  a  large  degree  of  use- 
fulness, thus  increasing,  merely  by  systematizing,  the  teach- 
ing force  of  the  system. 

The  government  of  the  Schools  will  also  be  found  to  be 
facilitated,  and  their  moral  tone  improved,  by  gradation. 
Precisely  similar  motives  to  good  conduct  and  incentives 
to  study,  or  the  same  forms  of  restraint  and  punishment, 
are  not  to  be  indifferently  employed  in  regard  to  all  classes 
of  pupils.  Those  who  have  merely  passed  the  period  of 
infancy  must  be  treated  differently  from  those  who  are  ap- 
proaching maturity.  This  commingling  of  the  various 
species  of  discipline,  which  are  unavoidable  in  a  mixed 
School,  is  not  only  inconvenient,  but,  to  some  extent,  in- 
jurious to  both  classes  of  youth.  The  constant  association 
of  the  very  young  with  those  of  more  advanced  age  will 
also,  probably,  be  found  to  be  more  or  less  morally  and  in- 
tellectually detrimental.  The  boy  of  six  or  seven  will  natu- 
rally imitate  the  lad  of  sixteen  or  seventeen ;  but  unfor- 
tunately, that  perverseness,  which  seems  to  be  a  portion  of 
our  nature,  will  cause  the  vices  of  the  exemplar,  instead  of 
his  virtues,  to  be  most  generally  copied.  So,  on  the  other 
hand,  though  the  elder  may  not  become  positively  demor- 
alized, in  the  ethical  sense  of  the  term,  by  this  contact,  yet 
he  incurs  the  risk  of  being  retarded  in  his  intellectual  de- 
velopment, and  of  losing  a  portion  of  opportunity  for  that 
useful  preparation  for  the  battle  of  life  which  is  found  in 
continually  measuring  one's  self  with  none  but  equals  and 
superiors,  which  is  perhaps  one  of  the  best  fruits,  as  it  should 
be  an  essential  feature,  in  every  well  ordered  School. 

Finally,  a  strong  reason  in  favor  of  the  immediate  clas- 
sification of  the  Schools,  is  the  effect  which  it  will  produce 
upon  the  educational  feelings  of  the  District.  While  the 
Schools  are  mixed,  the  studies  confused,  their  whole  con- 


» 


SCHOOL  MARSHALS.  39 

dition  unattractive,  and  the  general  result,  therefore,  un- 
satisfactory, little  increase  of  favor  to  the  Schools,  or  of 
love  of  learuiuo^,  will  be  manifested.  The  common  svstem 
will  be  sustained,  or  rather  tolerated,  more  out  of  an  in- 
definite idea  of  duty  and  desire  to  promote  the  good  of  the 
future,  than  from  any  strong  conviction  of  its  value,  based 
on  positive,  tangible,  present,  beneficial  results.  But  grade 
the  Schools  properly,  and  classify  the  pupils  in  each  grade 
correctly,  and  the  fruits  of  the  system  will  soon  become 
manifest.  Parents  will  then  see  that  their  children  are 
making  substantial  and  regular  progress  in  their  own  home 
schools ;  they  ^vill,  therefore,  make  QXQry  sacrifice  to  keep 
them  longer  in  them  than  they  would  generally  do.  The 
pupils  themselves,  instead  of  wishing  for  the  day,  as  they 
now  generally  do,  when  they  shall  be  emancipated  from 
the  tedium  of  attendance  at  institutions  in  which  there  is 
neither  methodical  study,  the  hope  of  rising  to  a  higher 
school,  nor  much  progress,  will  desire  to  continue  in  each 
grade,  not  only  for  the  sake  of  the  knowledge  to  be 
a<jquired  there,  but  for  the  honor  of  transfer  to  the  next. 
Thus  a  new  feeling  will  be  infused  into  all;  and,  were 
there  no  other  good  to  follow  the  arrangement,  this  alone 
should  decide  in  its  favor." 

SCHOOL    MARSHALS. 

Section  18.  The  Marshals  selected  and  designated  by  the  Trustees, 
under  the  provisions  of  this  Act,  shall,  in  the  month  of  October, 
annually,  take  a  specific  census  of  all  the  white  children  within  their 
respective  precincts,  between  the  ages  of  four  and  eighteen  years, 
specifying  the  names  of  the  children,  of  the  parents  or  guardians  of 
such  children,  and  the  town,  city  and  School  District  within  which 
they  reside,  and  make  full  report  thereof,  in  writing,  under  oath,  to 
the  County  Superintendent  of  Common  Schools,  and  deliver  a  true 
copy  thereof  to  the  Trustees,  in  their  respective  School  Districts,  by  the 
tenth  day  of  November  next  thereafter. 

REMARKS. 

Upon  the  energy,  fidelity  and  tact  of  the  Marshal  will 
depend  the  amount  of  the  School  Fund  to  which  each 
District  will  be  entitled. 


40  COMMENTARIES   ON  THE    SCHOOL   LAW. 

The  Marshal  should  commence  his  labors  as  near  the 
first  of  October  as  possible,  that  he  may  have  ample  time 
to  glean  his  District. 

He  should  provide  himself  with  a  certificate  of  his 
appointment,  which  he  should  exhibit  on  all  proper  occa- 
sions, that  due  deference  may  be  paid  to  his  authority. 

In  Districts  wherein  a  newspaper  is  published,  it  would 
be  well  to  have  a  standing  notice  of  the  appointment,  that 
the  citizens  may  understand,  in  advance,  the  object  of  his 
visit. 

The  Marshal  should  also  provide  himself  with  a  copy  of 
the  Ordinance  of  the  Board  of  Supervisors,  organizing  the 
District  and  defining  its  limits.  He  should  go  systemati- 
cally to  work,  commencing  at  one  end,  and  visiting  every 
family  in  his  way  to  the  other.  Much  of  his  success  will 
depend  upon  his  tact  and  address. 

In  visiting  a  family,  he  should  at  once  make  known  his 
object.  This  will  prevent  any  irritation  at  his  supposed 
intrusion. 

He  should  make  his  inquiries,  especially  of  females,  as 
delicately  as  possible. 

When  any  disinclination  to  answer  is  evidenced,  he 
should  explain  that  it  is  to  the  interest  of  every  citizen  to 
show  as  large  a  number  of  children  as  possible  in  the 
District,  as  each  additional  child  entitles  the  School  to  an 
additional  amount  from  the  State  and  County  Fund,  and 
by  so  much  reduces  the  amount  to  be  raised  by  the  inhabi- 
tants of  the  District. 

Equity  would,  perhaps,  require  that  children  temporarily 
residing  in  District  A,  while  their  parents  and  home  are 
in  District  B,  should  be  credited  to  the  latter;  but  this 
will  produce  confusion  and  will  be  found  impracticable. 

The  Marshal  should  therefore  only  report  the  names  of 
children  actually  residing  in  the  District. 

This  will  include  children  temporarily  absent  on  a  visit, 
but  not  children  at  boarding-school  in  another  District. 

These  last  must  be  reported  for  the  District  in  which 
their  School  is  located. 


DUTIES   OF  CENSUS  MARSHAL.  41 

In  adclitiou  to  the  items  heretofore  fiirnished  by  the 
Marshal,  the  State  Superintendent  directs  that  he  shall,  in 
future,  report  the  number  of  deaf  and  dumb  persons  in 
the  District,  without  reference  to  their  age.  Inquiry 
should  always  be  made  on  this  point.  A  column  will  be 
provided  in  the  Census  Blanks  for  this  purpose. 

To  guard  against  frauds,  it  is  necessary  that  the  Marshal 
swear  to  the  correctness  of  his  returns,  as  required  by  law. 
Without  this,  his  report  is  informal  and  cannot  be  accepted. 

He  is  required  to  present  a  copy  of  it,  by  the  10th  of 
IS'ovember — 1st.  To  the  County  Superintendent.  2d.  To 
the  Board  of  Trustees  of  the  District;  and  3d.  To  the 
Superintendent  of  Public  Instruction.  Unless  presented 
by  the  10th  of  November,  the  District  is  liable  to  lose  its 
share  of  the  School  Fund. 

"WTienevor  possible,  it  should  always  be  made  by  the 
1st  of  Xovember,  particularly  to  the  Trustees,  that  they 
may  embody  the  information  in  their  reports,  which  they 
are  required  to  make  on  that  day. 


COMPENSATIOX. 

Section  19.  The  County  Treasurer,  Superintendent,  Trustees, 
and  Marshals  of  Common  Schools,  within  their  several  counties,  shall 
respectively  receive,  for  their  official  sei-vices,  under  this  Act,  such 
compensation  as  shall  be  allowed  by  the  Board  of  Supervisors,  which 
shall  be  audited  and  paid  in  the  same  manner  as  other  county  sala- 
ries and  expenses  are  audited  and  paid. 


REMARKS. 

The  fund  out  of  which  such  compensation  is  to  be  made, 
is  not  specified.  It  may,  or  may  not  be,  out  of  the  School 
Fund. 

This  Fund  is,  unfortunately,  so  small,  and  of  such  mo- 
ment to  the  success  of  our  Schools,  that  the  effort  should 
always  be  made  to  induce  the  Supervisors  to  leave  it  in- 
tact, and  to  pay  the  of&cers  mentioned  out  of  the  General 
Fund.  This  will  permit  the  whole  of  the  School  Fund  to 
6 


42  COMMENTARIES   ON  THE    SCHOOL  LAW. 

be  devoted  to  the  support  of  tlie  Schools  proper.  Unless 
specially  authorized  by  the  Board  of  Supervisors,  the 
County  Superintendent  has  no  right  to  draw  warrants  on 
the  School  Fund  for  the  contingent  expenses  of  his  office. 
For  such  expenses,  his  account  must  first  be  audited  in  the 
usual  manner  by  the  Supervisors. 

SCHOOL    DISTRICTS. 

Section  20.  Until  otherwise  determined  and  established  by  the 
proper  authorities,  each  city  and  each  town  or  township  in  this  State 
shall  constitute  one  School  District. 

Section  21.  Upon  a  petition  being  presented  to  the  Board  of 
Establishing  new  Supcrvisors,  such  Board  shall,  except  in  incorporated 
Districts.  citics  and  towns  which  have  made  provisions  for  Schools 

within  their  respective  limits,  have  the  power  to  constitute  and  estab- 
lish School  Districts,  and  to  define  and  to  alter  the  boundaries  thereof 
in  accordance  with  the  wishes  of  the  qualified  electors  in  the  respec- 
tive precinctS)  and  as  the  best  judgment  of  said  Board  may  direct. 


REMARKS. 

Whenever  a  new  District  is  established,  it  is  hoped  the 
Supervisors  will  give  it  some  distinctive  name.  This  is 
far  better  than  the  present  bald  system  of  nomenclature 
by  numerals.  It  is  much  more  euphonious  and  expressive, 
for  instance,  to  say  "Buchanan  District,"  than  District  ^N'o. 
1,  or  District  ^o.  2. 

The  division  of  Districts  should,  by  all  means,  be  encour- 
aged. 

The  greater  the  number  of  Districts,  the  more  numerous 
the  Schools,  and  the  more  active  the  interest  of  citizens  in 
their  immediate  vicinity.  Whenever  a  School  is  so  located 
that  the  distance  is  too  great  for  any  considerable  number 
of  families  to  send  their  children,  they  should  at  once 
petition  the  Supervisors  to  divide  the  District.  Under  the 
operation  of  the  Act  of  April  26th,  1858,  they  can  easily 
r^se  the  funds  to  build  a  School  House,  and  then,  with 
scarcely  any  additional  burden,  they  can  support  a  School 
of  their  own  in  their  immediate  neighborhood. 


POWERS   OF  COMMON  COUNCIL.  43 


INCORPORATED   CITIES   AND   TOWNS. 

Section  22.  The  Common  Council  of  each  and  eveiy  incorpo- 
rated city  in  this  State  shall  be,  and  hereby  is  authorized  Powers  of  the 
and  empowered :  First,  To  raise  annually,  by  tax  upon  cu™™*'"  °"°" 
the  real  estate  and  personal  property  within  the  city,  as  estimated  by 
the  City  Assessors,  such  amount  of  money,  not  exceeding  one-fourth 
of  one  per  cent,  on  the  valuation  on  the  assessment  roll,  as  shall  be 
requisite  for  the  support  of  Free  Common  Schools  therein,  and  pro- 
viding and  furnishing  suitable  houses  therefor,  and  purchasing  lots 
on  which  to  build  School  Houses,  and  paying  contingent  expenses. 
Second,  To  provide,  by  ordinance,  for  the  collection,  custody,  and 
disbursement  of  the  moneys  thus  raised  by  city  tax  for  School  Pur- 
poses. Third,  To  provide,  by  ordinance,  for  the  drawing  from  the 
County  Treasury,  on  the  A^arrant  of  the  County  Superintendent  of 
Common  Schools,  the  moneys  to  which  said  city  shall  be  entitled  un- 
der the  provisions  of  this  Act,  and  for  the  custody  and  disbursement 
by  the  City  Treasurer  of  the  same,  in  accordance  with  the  provisions 
of  this  Act.  Fourth,  To  provide,  by  ordinance,  for  constituting  and 
establishing  School  Districts,  and  for  the  examination  of  Common 
School  Teachers ;  the  regulation  of  Common  Schools  within  the  city ; 
the  census,  or  enumeration  of  the  children ;  and  for  making  the  an- 
nual and  other  reports  to  the  County  Superintendent.  Fifth,  To 
provide,  by  ordinance,  for  the  election  or  appointment  of  q^^  B^ard  of 
a  City  Board  of  Education  and  Superintendent  of  Com-  Education, 
mon  Schools,  and  prescribe  their  powers  and  duties ;  and,  Sixth,  To 
ordain  all  such  rules  and  regulations  as  they  may  deem  expedient  and 
necessary  for  the  promotion  of  the  interests,  prosperity,  and  useful- 
ness of  Common  Schools  within  the  aii^  -,  provided,  that  the  Common 
Council  shall  not  make  any  ordinance,  nor  do  any  act,  which  shall  be 
in  conflict  with  the  principles  or  provisions  of  the  Constitution  of  the 
State,  or  of  any  Act  of  the  Legislature.  Seventh,  Provided,  that  the 
Common  Council,  on  the  petition  of  fifty  heads  of  white  families,  citi- 
zens of  the  District,  shall  establish  a  School  or  Schools  in  said  Dis- 
trict, and  shall  award  said  School  or  Schools  a  pro  rata  of  the  School 
Fund;  provided,  no  sectarian  doctrines  are  taught  in  said  School  or 
Schools,  and  said  Schools  so  established  shall,  in  all  particulars,  be 
under  the  supervision  and  control  of  the  Common  Council,  as  are  all 
other  Common  Schools  within  their  jurisdiction,  under  the  provisions 
of  this  Act. 


REMARKS. 

Before  the  County  Superintendent  is  legally  bound  to 
draw  his  warrant  in  favor  of  any  city,  he  must  be  furnished 
with  a  certificate  of  the  election  of  the  Board  of  Education, 


44  .     COMMENTAKIES   ON  THE    SCHOOL   LAW. 

and  also,  in  obedience  to  Clause  Fourth  of  Section  11, 
"  with  a  certificate  of  the  Board  of  Education,  showing  for 
what  purpose,  in  accordance  with  the  Act,  the  money  is 
required." 

Trovision  is  made  for  the  establishment  of  an  additional 
School  in  a  city,  whenever  the  heads  of  fifty  families  pe- 
tition therefor. 

The  language  of  the  Statute  appears  to  be  imperative. 
The  Council,  therefore,  would  seem  to  have  no  choice  but 
to  comply  with  the  petition;  but,  on  the  express  condition 
that  no  sectarian  doctrines  are  taught  in  said  School.  A 
promise  to  this  effect  should  be  set  forth  in  the  petition, 
and  wherever  there  is  reason  to  believe  it  is  violated,  the 
Council  should  investigate,  and  if  they  find  such  to  be  the 
fact,  they  may  disband  the  School,  or,  at  least,  refuse  it  a 
pro  rata  of  the  School  Fund. 

The  City  Board  of  Education,  unless  organized  by  special 
law,  is  the  creature  of  the  Common  Council,  and  can  only 
exercise  such  powers  as  are  conferred  upon  it  by  ordinance. 

This  ordinance  the  Council  have  a  right  to  repeal  or 
modify,  at  pleasure,  but  such  repeal  or  modification  cannot 
affect  contracts  made  by  the  Board,  at  the  time,  possessing 
full  powers. 


RULES  FOR  A  BOARD  OF  EDUCATION. 

The  following  selections  from  the  Rules  and  Regula- 
tions of  the  San  Francisco  Board  of  Education — the  result 
of  many  years'  experience — may  furnish  some  useful  hints 
to  similar  Boards  in  other  cities  and  towns,  and  to  the 
Trustees  of  Rural  Districts  also  : 


Section  1.  The  Public  Schools  of  this  city  shall  be  taught  every 
day,  of  term  time,  except  Saturdays,  Sundays,  and  National  Holidays, 
with  a  vacation  of  at  least  three  weeks  at  the  close  of  the  term,  or  at 
such  time  as  the  Board  of  Education  may  designate. 

Section  2.  The  daily  sessions  shall  commence  at  ten  o'clock, 
A.  M.,  and  close  precisely  at  half  after  three,  P.  M.,  in  the  Grammar 
and  Intermediate,  and  at  three,  P.  M.,  in  the  Primary  Departments, 


RULES   FOR   A   BOARD    OF   EDUCATION.  45 

witt  intermissions  from  twelve  to  half  after  twelve  o'clock,  and  from 
two  to  two  o'clock  and  ten  minutes — the  roll  to  be  called  immediately 
before  the  hour  for  closing. 

Section  3.  Pupils  are  required  to  be  punctual  in  attendance,  and 
to  bring  written  excuses  from  their  parents  or  guardians  for  tardiness 
or  absence. 

GENERAL  DUTIES  OF  TEACHERS. 

Section  4.     It  sltaU  he  the  duty  of  the  Teachers, 

1.  To  make  themselves  familiar  with  these  Rules,  and  to  take 
especial  care  to  observe  and  enforce  all  the  Regulations  of  the  Board 
regarding  discipline  and  instruction.  To  be  present  in  their  School 
Rooms  fifteen  minutes  before  ten  o'clock,  A.  M. 

2.  To  fill  any  vacancies  in  positions  of  Assistant  Teachers  under 
their  charge  for  the  day,  and  report  immediately  to  the  Superintend- 
ent. 

3.  To  obtain  leave  on  the  day  previous,  when  they  find  it  neces- 
sary to  be  absent  from  School,  and  notify  the  Superintendent  after 
such  absence  becomes  necessary. 

4.  To  require  punctual  attendance  of  scholars  in  the  session  room 
at  ten,  A.  M.,  allowing  no  time  after  that  hour  for  the  School  to  as- 
semble, and  to  close  punctually  at  the  appointed  hour. 

5.  To  devote  themselves  faithfully  to  the  public  service  during 
School  hours. 

6.  To  carefully  instruct  their  pupils  to  avoid  idleness,  profanity, 
falsehood,  deceit,  and  all  immorality,  and  to  conduct  themselves  in  an 
orderly  and  proper  manner. 

7.  To  exercise  a  general  supervision  over  their  morals,  and,  on  all 
suitable  occasions,  to  inculcate  the  principles  of  truth  and  virtue. 

8.  To  visit  and  consult  with  the  parents  or  guardians  of  their 
pupils  as  often  as  they  can  do  so,  and  to  make  known  to  them  all  cases 
of  confirmed  tardiness,  absences,  and  truancy,  and  to  do  all  in  their 
power,  by  letter  or  personal  interview,  to  correct  the  evil. 

9.  To  use  all  proper  means  to  improve  themselves  in  knowledge,  in 
order  to  greater  efficiency  and  usefulness  as  Teachers. 

10.  To  draw  up  Special  Rules  for  the  government  of  their  Schools, 
subject  to  the  approval  of  the  Superintendent. 

11.  To  make  reports  promptly,  as  required  by  Law. 

12.  To  make  written  statements  to  the  Superintendent  for  all  sup- 
plies needed. 

13.  To  make  no  contracts  or  incur  any  debts  on  account  of  the 
Public  Schools. 

14.  To  refuse  to  change  the  Order  of  Exercises  to  amuse  or  enter- 
tain any  visitor,  unless  by  the  order  of  a  Director,  or  the  Superin- 
tendent. 

15.  To  aim  at  such  discipline  in  their  Schools  as  would  be  exer- 
cised by  a  kind  and  judicious  parent  in  his  family. 

16.  To  apply,  in  case  of  need,  to  the  Directors  of  their  respective 
Districts,  for  temporary  aid,  advice,  or  assistance. 


46  COMMENTARIES   ON  THE    SCHOOL   LAW. 

17.  To  give  vigilant  attention  to  the  ventilation  and  temperature 
of  their  School  Rooms,  so  that  the  air  shall  be  changed  in  the  rooms 
at  each  recess,  and  at  the  close  of  the  daily  session. 

18.  To  require  from  each  scholar,  on  entering  School,  a  Certificate 
of  Vaccination,  signed  by  some  reputable  physician,  certifying  that 
he  or  she  has  been  duly  vaccinated  within  seven  years. 

19.  To  require  from  each  scholar,  on  entering  School,  a  certificate, 
signed  by  the  Principal  of  the  School  he  or  she  last  attended. 

SPECIAL   DUTIES   OF   PRINCIPALS. 

Section  5.     Principals  are  required, 

1.  To  have  immediate  charge  and  supervision  of  the  highest  de- 
partment in  their  School,  and  a  general  supervision  of  all  its  depart- 
ments. 

2.  To  keep  a  register  of  the  names,  ages,  and  residences  of  the 
scholars,  and  also  records  of  daily  absences,  and  such  class  records  as 
shall  exhibit  the  advancement  and  standing  of  each  scholar. 

3.  To  make  report  to  the  Superintendent  semi-annually,  in  May 
and  November,  of  the  number  of  pupils  that  have  attended  during 
the  term,  with  the  average  attendance. 

4.  To  keep  a  daily  record  of  the  attendance  of  the  Teachers  in 
their  respective  Schools.  This  shall  be  done  by  the  Principals  of  the 
Grammar  and  Mixed  Schools  ]  also  those  of  the  Intermediate  and  Pri- 
mary, when  separate  from  the  Grammar. 

5.  To  conform  at  all  times  to  the  Order  of  Exercises  approved  by 
the  Board. 

6.  To  prescribe  such  rules  for  the  use  of  the  yards  and  out-build- 
ings as  shall  insure  their  neatness,  and  to  examine  them  as  often  as 
may  be  necessary  for  that  purpose;  and  they  shall  be  responsible  for 
any  want  of  neatness  on  their  premises. 

SPECIAL  DUTIES   OF   ASSISTANT   TEACHERS. 

Section  6.     Assistant  Teachers  are  required^ 

1.  To  receive  the  suggestions  and  follow  the  directions  of  the 
Principal,  with  the  privilege  of  an  appeal  to  the  Superintendent  or 
Board  of  Education. 

2.  To  report  to  the  Principal  all  injury  or  damage  done  their  School 
Rooms,  furniture,  or  apparatus,  and  all  serious  or  important  matters 
pertaining  to  their  pupils,  in  instruction  or  discipline,  when  his  ad- 
vice or  aid  may  be  beneficial. 

ti;^chers  are  authorized. 

^  Section  7.  1.  To  have  full  jurisdiction  over  the  conduct  of  pu- 
pils, both  during  School  hours,  and  while  on  their  way  to  and  from 
School. 


RULES  FOR  A  BOARD  OF  EDUCATION.         47 


MISCELLANEOUS    RULES. 

TEXT-BOOKS. 

Section  8.  The  Books  used  and  the  studies  pursued  in  all  the 
Public  Schools  shall  be  such,  and  such  only,  as  may  be  authorized  by 
the  Board  of  Education,  and  the  Teachers  shall  not  permit  any  books, 
tracts,  or  other  publications  to  be  disributed  in  their  Schools. 

Section  9.  No  festival  or  exhibition  shall  be  held  by  the  Public 
Schools,  without  permission  of  the  Board  of  Education. 

AGE   OP   PUPILS. 

Section  10.  No  pupil  shall  be  received  into  any  Public  School  in 
this  city  under  the  age  of  five  years. 

NUMBER   of   pupils. 

Section  11.  Each  Teacher  shall  have  in  charge,  as  an  average  at- 
tendance, in  the  Primary  Department,  fifty  scholars ;  in  the  Inter- 
mediate Department,  forty-five  scholars ;  in  the  Grammar  Department, 
forty  scholars  j  and  no  more  than  that  number  shall  be  allowed  in 
any  School. 

Section  12.  There  shall  Ic  entered  upon  the  School  Register,  in 
the  Primary  Department,  sixty  s^jholars  to  each  Teacher  employed; 
in  the  Intermediate  Department,  fifty-six  to  each  Teacher  employed; 
and  in  the  Grammar  Departii-cnt,  fifty  to  each  Teacher;  and  such 
scholars  shall  be  designated  a^  the  regular  scholars.  Of  those  ap- 
plying for  admission  after  the  number  of  regular  scholars  is  complete, 
their  names  shall  be  entered  upon  the  School  Register,  in  the  order 
of  their  applications,  and  these  shall  be  admitted  to  seats,  whenever 
a  vacancy  occurs,  as  hereinafter  provided. 

Section  13.  Whenever  any  regular  scholar  shall  be  absent  from 
School  for  two  consecutive  days,  the  Teacher  in  charge  shall  person- 
ally notify  the  parent  or  guardian  of  such  absence,  and  if  no  excuse 
be  rendered  and  accepted  by  the  Teacher,  on  the  third  day,  then  such 
teacher  shall  announce  a  vacancy,  and  notify  the  scholar  next  in 
order  upon  the  Register,  who  may  claim  the  seat  within  one  day 
thereafter,  and  if  not  so  claimed,  it  shall  be  ofi'ered  to  the  second  in 
order,  and  so  on :  Provided,  That  upon  the  second  absence  of  any 
regular  scholar,  the  parent  or  guardian  shall  be  notified  upon  the  first 
day,  and,  if  the  absence  be  not  excused,  the  vacancy  shall  be  de- 
clared upon  the  second  day :  Provided,  That  no  pupil  shall  be 
allowed  a  seat  after  the  second,  or  any  subsequent  absence,  without 
first  obtaining  the  permission  of  the  Director  residing  nearest  to  the 
School  House,  or  of  the  Superintendent. 


48  COMMENTARIES   ON  THE   SCHOOL   LAW. 


SMOKING  IN   SCHOOL   ROOMS. 

Section  14.     No  smoking  shall  be  allowed  in  tlie  School  Rooms 
under  the  control  of  the  Board  of  Education. 


PAY   or    SUBSTITUTES. 

Section  15.  Whenever  any  Teacher  shall  be  absent  from  School, 
and  a  substitute  rendered  necessary,  the  earnings  of  the  latter  shall 
be  withdrawn  from  the  salary  of  the  former,  unless,  upon  the  recom- 
mendation of  the  Committee  on  Salaries  and  Judiciary,  the  Board 
shall  otherwise  order. 

absence  of  teachers. 

Section  16.  The  absence  of  any  Teacher  from  School,  during 
School  hours,  for  one  day,  without  leave  first  obtained  from  the 
Director  having  such  School  in  charge,  or  from  the  Superintendent, 
shall  at  once  operate  as  a  forfeiture  of  his  or  her  appointment,  unless 
such  absence  be  occasioned  by  illness. 

Section  17.  Any  Teacher  absent  for  less  than  a  day,  shall  report 
to  the  Director  having  charge  of  the  School,  or  to  the  Superintendent, 
within  twelve  hours  thereafter,  and  the  excuse  therefor,  upon  a  like 
penalty  for  failure  to  report. 

VACANCIES. 

Section  18.  When  a  vacancy  occurs  in  the  position  of  a  Teacher, 
the  Principal  may  fill  the  same  for  the  day,  and  shall  report  immedi- 
ately to  the  Superintendent,  who  shall  fill  the  vacancy  from  those 
having  certificates,  until  an  election  by  the  Board,  and  shall  report 
such  appointment  to  the  Board  at  its  next  meeting ;  and  in  case  of  the 
absence  of  the  Superintendent  from  the  city,  the  vacancy  shall  be  filled 
by  the  President  of  the  Board,  in  like  manner. 

VACCINATION. 

Section  19.  Every  scholar,  upon  entering  any  School,  shall  pre- 
sent to  the  Principal  of  the  School  a  certificate,  signed  by  some  rep- 
utable physician,  that  he  or  she  has  been  vaccinated  within  seven 
years,  and  the  Principal  shall  file  such  certificate  in  the  Superin- 
tendent's office. 

transfer  of  scholars. 

Section  20.  No  scholar  shall  be  transferred  from  one  School  to 
another,  unless  he  or  she  can  produce  a  certificate  of  good  character 
and  standing  from  the  Principal  of  the  School  he  or  she  last  attended. 


INCORPORATED   TOWNS.  49 

It  would  be  well  for  the  Trustees  of  the  Rural  Districts, 
as  well  as  Boards  of  Education,  to  adapt  these  rules  to  their 
condition. 

Some  such  regulations  are  necessary  for  the  internal 
government  of  all  Schools,  whether  in  the  country  or  the 
city.     TVe  resume  the  School  Law : 


Section  23.  No  Trastees  or  Marshals  elected  or  appointed  under 
the  foregoing  provisions  of  this  Act,  shall  have  any  jurisdiction  or 
control  within  the  limits  of  any  city  which  shall  have  provided  for 
the  support,  regulation  and  management  of  Common  Schools  therein, 
under  the  provisions  of  the  next  preceding  section  of  this  Act. 


REMARKS. 

From  this  it  follows,  that  if  any  town  shall  be  incorpo- 
rated by  the  Legislature,  the  old  Trustees  of  the  School 
District  in  which  said  town  is  located,  wt.11  continue  to 
exercise  their  usual  functions,  until  the  Council  organize 
a  Board  of  Education,  or  otherwise  provide  for  the  sup- 
port, regulation  and  management  of  the  Common  Schools 
therein. 

The  Council  are  only  empowered,  not  directed,  so  to  do. 
If,  therefore,  they  neglect  this  duty,  the  powers  of  the 
Trustees  and  the  Trustee  system  of  government  generally, 
will  continue. 

Section  24.  All  the  powers,  rights  and  privileges  conferred  upon 
incorporated  cities  by  the  provisions  of  this  Act,  shall  be  enjoyed  and 
may  be  exercised  in  like  manner  by  incorporated  towns ;  and  the 
town  officers  shall  have  the  same  powers  as  the  corresponding  officers 
in  cities. 

STATE  SCHOOL  FUND. 

Section  25.  Controller's  warrants,  drawn  upon  the  General 
Fund,  and  paid  into  the  State  Treasury  for  School  Land,  shall  draw 
the  same  rate  of  interest  and  be  entitled  to  all  the  preference  of  civil 
bonds ;  and  the  State  Treasurer,  on  receiving  any  such  warrants,  shall 
indorse  upon  the  same,  "  Common  School  Fund,''  with  the  date  of 
their  reception,  and  subscribe  thereto  his  official  signature ;  and  no 
portion  of  said  securities  shall  be  sold  or  exchanged  for  other  secu- 
rities, except  by  special  Act  of  the  Legislature. 

7 


50  COMMENTARIES   ON  THE   SCHOOL  LAW. 


REMARKS. 

This  section  has  become  obsolete,  as  there  are  no  longer 
any  floating  warrants  on  the  General  Fund. 

"Warrants  are  never  issued  unless  there  is  cash  in  the 
Treasury,  at  the  time,  to  pay  them. 

The  School  Lands  are  now  sold  either  for  cash,  or  on 
such  credit  terms  as  may  be  found  more  particularly  set 
forth  in  the  Act  passed  by  the  last  Legislature  for  the  selec- 
tion and  sale  of  School  Lands,  for  which  see  Appendix  to 
this  volume. 


Section  26.     No  portion  of  the  Common  School  Fund,  nor  of 
the  interest  or  income  thereof,  nor  of  the  moneys  raised  by  State 
Tax,  or  specially  appropriated  for  the  support  of  Common  Schools, 
shall  be  diverted  to  any  other  object  or  purpose. 


REMARKS. 

This  is  in  conformity  with  the  requirements  of  the  Con- 
stitution. 

It  is  especially  binding  upon  County  Treasurers  and 
Boards  of  Supervisors.  However  urgent  the  necessity, 
they  cannot  use  the  School  Funds,  even  temporarily,  for 
any  other  purpose ;  and  if  they  attempt  it,  the  County 
Superintendent  of  Schools,  or  any  Trustee  or  Teacher,  may 
restrain  them  by  injunction^  or  if  the  mischief  has  been 
done,  may  recover  damages,  in  a  civil  action. 

The  principal  of  the  State  School  Fund— $475,520— is 
only  nominally  in  the  Treasury.  The  State  is,  for  that 
amount,  the  Trustee  of  the  Schools,  and  acknowledges  her 
indebtedness  each  year  by  paying  the  interest. 

Section  27.  The  School  Moneys  distributed  to  the  various  coun- 
ties of  this  State  from  the  State  School  Fund,  shall  not  be  used  for 
any  other  purpose  than  the  payment  of  qualified  Teachers  under  this 
Act,  and  no  portion  of  said  "  Funds  "  shall  either  directly  or  indi- 
rectly be  paid  for  the  erection  of  School  Houses,  the  use  of  School 
Rooms,  furniture,  or  any  other  contingent  expenses  of  Common 
Schools. 


APPLICATION   OF  STATE  FUND.  51 


REMARKS. 


To  carry  out  this  provision  of  the  Law,  it  is  necessary 
that  the  County  Treasurer  and  County  Superintendent 
keep  the  account  of  the  State  School  Moneys  received, 
separate  and  distinct  from  that  of  School  Funds  received 
from  other  sources. 

It  is  only  in  this  way  they  can  ascertain  what  amount  of 
their  funds  must  necessarily  be  paid  for  Teachers'  salaries. 

The  County  Superintendent's  account  with  each  School 
District  must  specify  the  amount  received  from  the  State 
School  Fund.  In  that  amount,  the  Teacher,  before  service, 
has  a  contingent,  and  after  service,  a  vested  interest.  It 
must  be  in  the  Treasuiy  to  meet  his  demand,  and  if  it  be 
not,  the  officer  diverting  it  is  responsible  to  him  in 
damages. 

The  Act  says  the  State  Fund  shall  only  be  used  for  the 
payment  of  "qualified  Teachers."  What  constitutes  a 
"qualified  Teacher"  may  be  found  particularly  described 
in  Section  34  following.  That  which  cannot  be  done 
directly,  may  not  be  done  by  indirect  means.  Hence  a 
Board  of  Education  or  Trustees  cannot  pay  a  Teacher  a 
higher  salary  than  they  otherwise  would,  on  condition  that 
he  pays  the  rent  of  the  School  House,  or  defrays  the  con- 
tingent expenses  of  the  School. 

Even  should  there  be  a  surplus  in  the  Fund,  derived 
from  the  State,  applicable  to  the  payment  of  Teachers — 
which,  unfortunately,  is  not  likely  soon  to  occur — ^while 
the  School  is  in  debt  for  rent,  furniture,  or  janitor's  services, 
this  surplus  may  not  be  used  to  cancel  the  debt. 

COUNTY   SCHOOL   FUND. 

Section  28.  Each  and  every  county  in  this  State  is  hereby  em- 
powered and  authorized  to  raise  annually,  by  special  tax,  (in  the  same 
manner  that  other  county  taxes  shall  be  levied,)  upon  the  real  estate 
and  personal  property  within  the  county,  an  amount  of  money  not 
exceeding  ten  cents  on  each  one  hundred  dollars  of  valuation,  for  the 
support  of  Common  Schools  therein,  and  providing  suitable  houses, 
and  purchasing  libraries  and  apparatus  for  such  Common  Schools. 


52  COMMENTARIES   ON   THE    SCHOOL   LAW. 

Section  29.  All  moneys  raised  by  county  tax,  as  above  pro- 
videdj  for  Common  Scbool  purposes,  shall  be  paid  into  the  County 
Treasury  as  a  special  deposit,  and  shall  be  apportioned  by  the 
"  County  Superintendent  of  Common  Schools,"  among  the  towns, 
cities,  and  School  Districts  in  the  county,  upon  the  basis  provided 
by  this  Act  for  the  apportionment  of  State  School  Moneys,  and  be 
drawn  from  the  County  Treasury  on  the  warrant  of  the  County  Su- 
perintendent, as  before  provided. 

Section  30.  The  School  Trustees  or  Board  of  Education  of  each 
city,  town,  and  district,  may  use  the  moneys  from  the  County  School 
Fund  to  purchase,  build,  or  rent.  School  Houses,  to  purchase  libra- 
ries, and  to  pay  teachers  or  contingent  expenses,  as  they  may  deem 
proper. 


REMARKS. 

It  is  probable  every  county  in  the  State  will  impose  tbe 
small  tax  here  antliorized  for  the  support  of  Schools. 

1^0  tax  is  more  cheerfully  paid — none  devoted  to  a  more 
worthy  purpose.  It  will  bear  its  fruits  in  years  to  come. 
The  proceeds  of  this  tax,  it  will  be  observed,  may  be  used 
for  any  class  of  School  expenses.  From  it  must  be  made 
up  what  of  the  Teacher's  salary  the  State  Fund  fails  to 
pay.  As  this  tax  is  small,  it  should  not  be  relied  on  for 
building  School  Houses,  as  the  Act  of  April  26th,  1858, 
affords  a  special  means  for  raising  the  funds  required  for 
this  purpose. 

A  reasonable  sum  should  every  year  be  used  for  the 
purchase  of  School  apparatus  and  a  libraiy.  ^N'o  School 
is  complete  without  maps,  globes,  mathematical  blocks 
and  figures,  and,  if  of  a  high  grade,  philosophical  instru- 
ments. 

The  eye  is  the  chief  inlet  to  the  brain.  Days  of  de- 
scription could  scarcely  give  a  child  so  clear  a  perception 
of  the  nature  of  the  earth's  motion,  latitude,  longitude, 
the  equator,  and  the  poles,  as  a  simple  inspection  of  a 
globe. 

An  alphabet  of  block  letters  will  be  found  exceedingly 
useful  in  Primary  Schools.  A  child  will  learn  his  letters 
in  a  few  days,  if  required  to  pick  out  of  a  heap  the  block 
representing  a  particular  letter. 


OBJECT-TEACHING.  53 

In  fact,  object-teaching,  wliere  it  is  applicable,  is  the 
only  proper  way  to  impart  the  rudiments  of  any  branch 
of  study. 

Thus,  take  for  illustration,  even  the  science  of  mineral^ 
ogy.  Place  before  the  child  specimens  of  chalk,  quartz, 
silex,  mica,  granite,  the  metals,  etc.,  and  he  will  soon  be 
able  to  pick  out  any  one  called  for. 

When  he  has  become  thoroughly  familiar  with  the  object 
itself,  it  is  easy  to  make  him  comprehend  its  properties. 

Ko  School  would  be  considered  complete  without  books, 
and  yet  apparatus,  the  appliances  of  object-teaching,  are 
just  as  essential.     How  often  are  they  wanting  ! 

Under  Section  29,  the  County  Superintendent  can  appor- 
tion none  of  the  School  Funds,  either  State  or  County,  to 
any  District  excluded  from  distribution  by  the  Superin- 
tendent of  Public  Instruction. 

Even  if  the  County  Superintendent  knows  that  a  School 
was  maintained  for  three  or  more  months  in  a  given  year, 
but  failed  to  report  to  the  Department  of  Instruction, 
whereby  it  was  deprived  of  an}^  share  of  the  State  Fund, 
he  cannot  allow  it  any  portion  even  of  the  County  School 
Fund. 

SCHOOLS   AND   TEACHERS. 

Section  31.  Any  balance  required  to  be  raised  in  any  School 
District  for  the  payment  of  Teachers'  compensation,  beyond  the 
amount  apportioned  to  such  District  by  the  previous  provisions  of 
this  Act,  and  other  Public  Moneys  belonging  to  the  District,  applica- 
ble to  the  payment  of  Teachers'  compensation,  shall  be  raised  by  rate 
bill,  made  out  by  the  Trustees  against  those  sending  to  School,  in 
proportion  to  the  number  of  days,  and  of  children  sent,  to  be  ascer- 
tained by  the  Teachers'  list ;  and  in  making  out  such  rate  bill,  it 
shall  be  the  duty  of  the  Trustees  to  exempt  such  indigent  inhabitants 
as  may,  in  their  judgment,  be  entitled  to  such  exemption. 


REMARKS. 

From  the  terms  of  the  Act,  the  Trustees  can  only  have 
recourse  to  the  rate  bill,  to  raise  funds  to  pay  a  balance 
due  for  Teachers'  compensation.     It  may  not,  therefore, 


54  COMMENTARIES   ON  THE   SCHOOL   LAW. 

be  employed  to  defray  otlier  expenses  of  the  School. 
When  the  funds  to  the  credit  of  the  District  are  insuffi- 
cient to  pay  both  Teacher  and  contingent  expenses,  they 
may  be  used,  so  far  as  applicable,  for  the  latter,  and  then 
the  balance  due  the  Teacher  may  be  raised  by  rate  bill. 
From  the  language  of  this  Section,  it  will  be  seen  how 
important  it  is  that  the  Teacher  keep  a  list  of  his  Scholars, 
and  their  daily  attendance,  as  upon  this  list  must  the 
Trustees  base  their  rate  bill. 

In  preparing  this,  the  rate  per  day  for  each  pupil  should 
be  established  as  follows : 

If,  for  the  sake  of  illustration,  $200  is  to  be  raised,  and 
ten  pupils  attended  School  thirty  days — ten,  sixty  days, 
and  ten,  ninety  days,  the  whole  service  would  be  equivalent 
to  one  pupil  attending  eighteen  hundred  days,  which  would 
make  the  rate,  11  1-9  cents  per  day.  The  assessment  upon 
the  parents  of  each  of  the  first  ten  pupils  would  therefore  be, 
$3.331— for  all,  $33.33i ;  upon  the  parents  of  each  of  the 
second  ten,  $6.66f — for  all,  $66.66f ,  and  upon  the  parents 
of  each  of  the  last  ten,  $10 — for  all,  $100,  making,  in  the 
aggregate,  the  $200  required. 

The  Trustees  must  therefore  be  careful  not  to  impose 
the  same  rate  upon  the  parents  of  all  the  children  alike, 
but  make  due  allowance  for  the  time  they  have  attended 
School. 

Were  this  not  indicated  by  the  terms  of  the  Act,  it  would 
be  only  reasonable  that  the  children  should,  through  their 
parents,  pay  in  proportion  to  the  benefits  they  have  received 
from  the  Public  Schools. 

It  is  directed  that  the  Trustees  exempt  such  indigent 
inhabitants  as  may,  in  their  judgment,  be  entitled  to  such 
exemption. 

This  discretion  should  be  exercised  with  tact  and  delicacy. 

Care  should  be  taken  that  none  be  exempted,  except 
those  clearly  unable  to  pay ;  otherwise  those  assessed  may 
murmur  at  the  unequal  imposition. 

1^0  means  is  indicated  by  the  Act,  to  collect  this  tax. 
The  usual  plan  is  to  draw  up  the  rate  bill  in  handsome 


FIXING   THE   RATE-BILL.  55 

form,  showing  the  assessment  upon  each  child,  and  intrust 
it  to  the  Teacher,  mth  power  to  collect.  This  power  should 
be  in  writing,  appended  to  the  bill,  and  signed  by  the 
Trustees. 

Wliere  it  is  not  desirable  to  make  the  Teacher  collector, 
it  may  be  placed  in  the  hands  of  any  competent  person. 
The  Constable  of  the  District  is  sometimes  appointed  col- 
lector, but  this  should  be  avoided  as  much  as  possible,  as 
there  is  always  something  more  or  less  offensive  in  the  visit 
of  a  Constable ;  and  besides,  he  has  no  authority  to  enforce 
the  collection. 

The  payment  is  altogether  voluntary.  If  the  parents  of 
the  children  who  have  received  the  benefits  of  the  Teach- 
er's ser\dce5,  are  so  ungenerous  as  to  refuse  him  the  com- 
pensation the  public  funds  are  insufficient  to  pay  him,  there 
is  no  remedy.  This,  it  is  to  be  hoped,  will  rarely  happen. 
Our  people  have  the  cause  of  education  at  heart,  and  give 
cheerfully  for  its  support. 

The  laborer  is  worthy  of  his  hire,  and  surely  no  laborer 
earns  his  recompense  more  worthily  than  the  faithful  and 
devoted  Teacher. 


Section  32.  No  Common  School  shall  receive  any  moneys,  bene- 
fits or  immunities  under  the  provisions  of  this  Act,  unless  such 
School  shall  be  instructed  by  a  Teacher  or  Teachers  duly  examined, 
approved  and  employed  by  competent  and  legal  authority,  as  herein 
before  provided. 


REMARKS. 

This,  of  course,  excludes  all  independent  or  private 
Schools.  To  constitute  a  Public  School,  the  Teacher  must 
have  been  examined  and  appointed  by  the  Trustees,  must 
be  bound  by  their  regulations,  subject  to  their  supervision, 
and  the  school  must  at  all  times  be  open  to  the  visit  and 
inspection  of  the  Trustees,  the  County  Superintendent,  and 
the  Superintendent  of  Public  Instruction.  A  Private  School, 
in  operation,  may  become  a  Public  School,  with  the  con- 
sent of  the  Trustees,  by  the  Teacher's  offering  himself  for 


56  COMMENTARIES    ON  THE   SCHOOL  LAW. 

examination  and  appointment.  If  the  Trustees  give  him 
a  certificate,  and  he  submit  to  the  rules  governing  Public 
Schools,  his  School  will  thereafter  be  entitled  to  distribu- 
tion from  the  public  funds. 


Section  33.  No  books,  tracts  or  papers  of  a  sectarian  or  denom- 
inational character,  shall  be  used  or  introduced  in  any  School  estab- 
lished under  the  provisions  of  this  Act ;  nor  shall  sectarian  or  denom- 
inational doctrines  be  taught  therein ;  nor  shall  any  School  whatever 
receive  any  of  the  Public  School  Funds,  which  has  not  been  taught 
in  accordance  with  the  principles  of  this  Act. 


REMARKS. 

The  Trustees  should  always  establish  a  rule,  formdding 
the  Teacher  to  allow  the  distribution  of  any  books  or  tracts, 
unless  first  approved  by  themselves.  Of  course,  such  ap- 
proval will  not  be  given,  if  the  books  come  within  the 
prohibition  of  the  Statute.  This  prohibition,  it  will  be 
obsei^ed,  only  extends  to  papers,  etc.,  of  a  sectarian  or 
denominational  character.  There  are  many  excellent  books 
and  papers,  inculcating  religion  and  morals,  which  are  not 
open  to  this  objection.  The  Statute  does  not  require  that 
children  should  be  brought  up  in  heathenism,  or  atheism. 
It  only  prohibits  the  introduction  of  those  doctrinal  dis- 
putes that  divide  the  religious  sects  of  the  country. 

Avoid  these,  and  there  is  not  only  no  objection,  but  it  is 
the  duty  of  the  Teacher  to  cultivate  the  moral  nature  of 
his  pupils. 

Wlienever  it  is  established,  by  undoubted  evidence,  that 
a  Public  School  is  violating  this  section  of  the  Law,  the 
County  Superintendent  should  refuse  to  recognize  it,  and 
should  draw  no  more  warrants  in  its  favor.  Before  taking 
this  step,  however,  the  case  should  always  be  submitted  to 
the  Superintendent  of  Public  Instruction.  '' 

A  School  excluded  for  this  cause  from  a  share  of  the 
public  funds,  may  be  restored  to  its  privileges,  by  ceasing 
its  sectarian  teachings.  A  repetition  of  the  offense  should 
be  unpardonable. 


•f 


TEACHERS   TO    REPORT.  57 

Section  34.  Xo  Teacher  shall  be  entitled  to  any  portion  of  the 
Public  Common  School  Moneys,  as  compensation  or  salary  lor  services 
rendered,  unless  such  Teacher  shall  have  been  duly  employed  by 
competent  authority,  nor  unless  such  Teacher  shall  have  had,  during 
the  whole  time  of  such  service,  such  certificate  of  competency  and 
approval  as  required  by  this  Act  in  full  force  and  effect,  and  bearing 
date  within  one  year  next  before  the  services  aforesaid  shall  have 
been  rendered;  nor  unless  such  Teacher  shall  have  made  report  in 
manner  and  in  form  a.s  shall  be  prescribed  by  the  Superintendent  of 
Public  Instruction. 

REMARKS. 

From  this,  it  is  apparent,  the  Teacher  must  submit 
himself  for  examination,  and  his  certilicate  must  be  re- 
newed every  year. 

For  any  ser\dces  performed  after  the  lapse  of  a  year 
from  the  date  of  his  certificate,  he  is  not  entitled  to  com- 
pensation from  the  public  funds.  "Employed  by  compe- 
tent authority."  This  can  only  he  the  Trustees,  or  Board 
of  Education. 

Neither  the  parents  of  the  pupils  nor  the  County  Super-- 
intendent  can  employ  a  Public  School  Teacher.  It  is 
further  provided  that  no  Teacher  shall  receive  any  com- 
pensation from  the  School  Funds,  unless  he  has  reported 
in  manner  and  form  as  prescribed  by  the  Superintendent 
of  Public  Instruction. 

Such  manner  and  form  are  prescribed  in  the  blank  re- 
ports furnished  by  the  Department  of  Instruction,  a  copy 
of  which  may  be  found  in  the  Appendix  to  this  volume. 

This  condition  will  hereafter  be  rigidly  enforced.  The 
Teacher,  before  he  can  receive  his  compensation,  must  not 
only  have  prepared  a  report  and  transmitted  copies  of  it, 
by  the  1st  of  Xovember,  to  the  Trustees,  County  Superin- 

ndent,  and  Superintendent  of  Public  Instruction,  but 
that  report  must  have  been  full  and  complete. 

Every  column  of  the  blank  must  have  been  filled  up. 
He  must  have  strictly  complied  with  "the  manner  and 
form  prescribed." 

The  State  Superintendent  is  thus  particular,  because 
Teachers  have  but  too  often  neglected  this  duty.  It  has 
8 


58  COMMENTAKIES    ON   THE    SCHOOL   LAW. 

been  impossible,  in  consequence,  to  make  a  full  report  to 
tbe  Legislature.  Ugly  gaps  in  the  statistics  have  thus 
occurred,  to  destroy  the  sj-mmetry  and  completeness  of 
the  annual  exhibit. 


MISCELLANEOUS    PROVISIONS. 

Section  35.  The  Common  School  Year  shall  commence  on  the 
first  day  of  November,  and  shall  end  on  the  last  day  of  October. 

Section  36.  Any  printing  required  under  this  Act  shall  be  exe- 
cuted in  the  form  and  manner  and  at  the  prices  of  other  State  print- 
ing, and  shall  be  paid  for  in  like  manner  out  of  the  General  Fund, 
upon  the  bill  for  the  same  being  certified  to  by  the  State  Board  of 
Education. 

Section  37.  The  Act  entitled  ^'  An  Act  to  establish  a  System 
of  Common  Schools/'  approved  May  3d,  1852 ;  and  an  Act  entitled 
"  An  Act  to  be  entitled  an  Act  amendatory  of  and  supplementary  to 
an  Act  entitled  an  Act  to  estabUsh  a  System  of  Common  Schools, 
approved  May  3d,  1852,"  approved  May  18th,  1853,  and  all  other 
laws  and  parts  of  laws  inconsistent  with  this  Act,  are  hereby  re- 
pealed ',  provided,  this  repeal  shall  not  render  invalid  any  lawful  pro- 
ceedings already  taken  under  the  laws  hereby  repealed  ;  and  the 
Common  School  Moneys  and  securities  alie.idy  accrued  shall  inure  to 
the  benefit  of  and  belong  to  the  School  Fund  referred  to  in  this  Act. 


CONCLUSION  .y 

In  conclusion,  the  State  Superintendent  would  urge 
those  in  immediate  charge  of  the  youth  of  our  State,  to 
make  it  their  aim  to  educate,  as  well  as  instruct.  Educa- 
tion is  the  development  and  cultivation  of  what  is  in- 
nate— the  sensibilities  and  moral  faculties  ;  instruction, 
the  imparting  of  useful  knowledge. 

One  may  be  perfectly  competent  as  an  Instructor,  and 
yet  signally  deficient  as  an  Educator. 

The  accomplished  Teacher  should  combine  both  qual- 
ities. 

It  is  not  enough  that  he  store  the  mind  of  his  charge 
with  all  the  knowledge  to  which  man  has  attained.  He 
must  cultivate  the  moral  qualities — elevate  the  senti- 
ments— repress  the  passions — bring  into  subjection  the 
senses — ennoble  the  aspirations. 


HOW    TO    EDUCATE.  59 

As  the  man  is  but  the  child  of  larger  growth,  and  the 
State  but  man  in  the  aggregate,  the  Teacher  is,  in  truth, 
the  architect  of  the  State. 

Let  him  bear  in  mind  the  dignity  of  his  office,  and  strive 
to  magnify  it. 

It  is  not  necessary  that  his  government  should  be  one 
of  teri'orism.  It  has  been  reduced  almost  to  an  axiom, 
that  in  a  well  conducted  school  ^^t\e  minimum  of  punish- 
ment is  the  maximum  of  qualification." 

He  is  the  best  Teacher  who  gains  the  confidence  of  his 
pupils — not  he  who  makes  them  quake  with  the  fury  of  his 
glance. 

It  is  not  incompatible  with  his  dignity,  to  descend,  occa- 
sionally, from  the  pedestal  of  the  superior,  aj^id  become  the 
familiar  of  his  pupils.  ^  v 

Show  them  that  he  is  their  friend — ca^  share  in  their 
enjoyments,  and  sympathize  in  their  griefs. 

He  is  a  good  man  whom  children  love — none  so  pene- 
trating as  they,  in  reading  character.  Once  secure  their 
confidence,  and  you  may  find  a  thousand  avenues  to  their 
heads,  as  well  as  their  hearts,  that  are  closed  to  the  ter- 
rorist. 

In  their  government,  inculcate,  in  season  and  out  of  sea- 
son, a  hearty  detestation  of  falsehood.  We  venture  the  as- 
sertion, that  it  is  entirely  within  the  power  of  the  Teacher 
to  make  the  child  grow  up  an  honest  and  a  truthful  man. 

To  efiect  this,  always  encourage  a  frank  confession  of 
fault,  and  when  confessed,  pardon  it,  if  possible,  and  make 
the  child  understand  that  it  is  pardoned  because  confessed. 

On  the  other  hand,  impress  upon  him  that  his  punish- 
ment would  have  been  the  severest  known  to  the  disci- 
pline of  the  school,  if  he  had  falsified. 

And  be  not  suspicious  of  children.  Suspicion  begets 
cunning  and  evasion.  Children-  are  singularly  sensitive, 
and  man  can  scarcely  appreciate  the  cutting  pang  the  in- 
genuous child  experiences,  when  wrongfully  accused  of 
telling  a  lie. 

Teach  him  that  you  have  confidence  in  his  word,  and 


60  COMMENTAKIES    ON   THE    SCHOOL   LAW. 

he  will  rarely  abuse  that  confidence.  Take  for  granted 
that  what  he  affirms  is  true,  unless  the  contrary  is  proved, 
and  make  him  understand  that  you  do  so.  But  should 
that  contrary  be  proved,  make  him  a  signal  example,  to 
the  comprehension  of  all  his  fellows. 

Experience  has  established,  that  pride  is  the  strongest 
sentiment  in  the  heart  of  a  child,  to  which  the  Teacher 
can  appeal. 

When  not  developed  into  arrogance,  it  is  a  secondary 
virtue. 

It  were  best,  it  is  true,  if  we  could  make  truth  and  honor, 
which  is  virtue,  loved  for  virtue's  sake.  With  the  child 
this  is  not  always  possible;  but  it  is  possible  to  make  him 
cherish  truth  and  honor  because  their  absence  is  disg-raceful. 

It  is  the  pride  of  a  spirited  youth  to  earn  the  name  of 
gentleman.  Teach  him  that  a  gentleman  never  lies,  and 
he  will  cultivate  frankness — is  ever  magnanimous,  and  he 
will  not  impose  upon  the  weak,  nor  stand  by  unconcerned 
when  the  weak  are  imjDosed  upon — is  forgetful  of  self,  and 
he  will  practice  generosity — is  mindful  of  benefits,  and  he 
will  not  be  ungrateful — never  skulks  when  duty  calls  him 
to  face  danger,  and  he  will  be  courageous — is  courteous  to 
inferiors,  and  he  will  eschew  insolence — is  respectful  to  age 
and  women,  and  he  will  become  polite — scorns  a  meanness, 
and  he  will  scorn  it. 

In  a  word,  teach  him  self-respect.  And  here  the  State 
Superintendent  would  urge  all  instructors  to  discourage 
the  habit,  once  so  common,  of  one  child's  informing  on 
another.  In  years  gone  by,  the  master  would  severely 
punish  a  youth  for  not  giving  the  name  of  some  ofi:ender. 
He  thus  makes  a  martyr  of  him.  Rather  encourage  him 
to  be  faithful  to  his  friends.  Teach  him  to  despise  the 
character  of  an  informer. 

The  State  Superintendent,  in  his  experience  as  a  Teacher, 
made  it  a  point,  not  only  to  avoid  requiring  one  pupil  to 
inform  upon  another,  but  punished  him  if  he  volunteered 
the  information — and  with  the  happiest  results. 

The  great  aim  in  teaching  should  be  to  make  the  pupil 


TEACH    THOROUGHLY.  6/" 

understand  thoroughly  one  principle  or  one  branch  of  study 
before  proceeding  to  another.  The  disposition  is  too  prev- 
alent to  be  content  with  only  a  smattering  of  many  branches, 
without  a  thorough  knowledge  of  any. 

The  student  should  be  taught  not  only  the  rules  of  a 
science,  but  the  reason  of  those  rules — the  process  by  which 
learned  men  arrived  at  them.  In  after  times  he  may  pos- 
sibly forget  the  mere  language  of  the  rules,  but  it  will 
matter  little,  as  he  can  himself  deduce  them. 

He  should  be  required  to  test  his  comprehension  of  a  par- 
ticular branch  by  frequent  application  to  the  ordinary  busi- 
ness of  life.  It  is  for  this  he  studies,  not  to  burden  his 
memory  with  a  string  of  meaningless  words. 

Visitors,  whether  County  Superintendents,  Trustees  or 
parents,  should  always  apply  this  test,  and  if  the  reply  is 
"  The  problem  is  not  in  the  book,"  they  may  rest  assured 
the  chikl  has  not  been  properly  instructed.  Another  fea- 
ture of  great  value  in  imparting  instruction  is  the  familiar 
conversation  of  an  intelligent  Teacher. 

He  should  invariably  correct  on  the  spot  any  bad  gram- 
mar, cant  expression,  or  improper  pronunciation  among 
his  pupils. 

It  will  not  be  long  before  the  child  will  instinctively  avoid 
them. 

Mere  naked  facts — abstract  propositions,  make  little  im- 
pression upon  the  youthful  mind. 

The  Teacher  should  endeavor  to  illustrate  them  in  every 
possible  way,  by  aiding  the  child  with  an  association 
of  ideas. 

A  pertinent  anecdote  will  often  eftect  this. 

A  Teacher,  devoted  to  his  profession,  will  watch  the  ex- 
pansion of  his  pupil's  mind  with  as  much  interest  as  the 
horticulturist  does  the  groT\i:h  of  some  rare  and  costly  exotic. 

He  will  often  stop  in  the  midst  of  the  dry  details  of  a 
recitation,  and  rivet  the  attention  of  his  pupils  by  his  con- 
versation. 

He  will  see  by  the  lighting  up  of  their  countenances, 
how  they  grasp  his  ideas. 


62  COMMENTARIES    ON   THE   SCHOOL   LAW. 

A  Teacher,  thoroughly  master  of  Physiology,  Astronomy, 
Chemistry,  Geology,  Botany  and  N^atural  Philosophy,  can 
store  the  minds  of  his  scholars  with  a  fund  of  information 
on  those  subjects,  long  before  they  have  commenced  the 
formal  study. 

At  every  turn  something  will  occur  "  to  point  a  moral, 
or  adorn  a  tale." 

Children  are  proverbially  inquisitive.  They  always  want 
to  know  the  ''why"  of  what  they  see. 

Instead  of  rebuking,  the  master  should  encourage  this 
disposition  to  ask  questions,  and  should  always  take  pains 
to  give  an  intelligible  reply. 

An  excellent  rule  is  to  permit  each  pupil  at  the  close  of 
a  session,  to  put  some  question,  bearing  upon  his  studies, 
to  the  whole  School — he  to  answer,  if  his  fellows  cannot. 

It  sets  them  to  thinking,  and  incites  them  to  study  out 
puzzling  questions.  And  after  all,  the  purpose  of  Instruc- 
tion is  to  excite  this  very  faculty  of  thinking. 

Books  will  not  always  do  this — the  Teacher  always  can. 

We  doubt  whether  the  School  could  be  better  employed, 
one  day  in  the  week,  particularly  in  the  rural  districts, 
than  by  an  excui'sion  through  the  fields,  the  woods,  and 
along  the  brook-side — the  Teacher  taking  his  text  from 
the  natural  objects  encountered,  and  discoursing  in  a 
familiar  style  upon  their  properties  and  relations. 

The  fields  would  furnish  him  occasion  to  explain  the 
germination  of  seeds — the  constituents  of  plants — the  ne- 
cessity and  operation  of  light  upon  them — the  mode  by 
which  they  feed,  and  on  what  they  feed — the  beautiful 
provision  by  which  they  absorb  carbonic  acid  gas,  decom- 
pose it,  and  return  the  oxygen — the  design  apparent  in 
this — the  ingenious  expedients  by  which  many  of  them 
disseminate  their  seeds — the  office  of  the  leaves — the  na- 
ture and  varieties  of  flowers — the  functions  of  the  stamens, 
pistils,  petals,  pollen — the  mode  of  reproduction — some 
account  of  the  most  curious  foreign  plants  and  flowers — 
the  difierence  in  the  flora  and  vegetation  of  polar  and 
tropical  regions — the  reason  of  this  difierence — the  medi- 


COLLATERAL    INFORMATIOX.  6*i 

cinal  qualities  of  plants — ^the  names  and  localities  of  such 
as  furnish,  the  hest  known  vegetable  medicines. 

Then,  hv-Jigcooifltion  q£  ideas^  explain  the  character  of 
ante-diluvian  vegetation,  and  how  we,  at  this  late  day, 
derive  our  knowledge  of  it.  This  will  introduce  the 
subject  of  fossils,  which,  in  its  ramifications,  will  furnish 
an  endless  theme  fov  instruction. 

The  skies  above  will  furnish  the  text  for  a  conversation 
on  Astronomy  and  Meteorology — topics  of  exceeding  in- 
terest to  children,  and  to  the  accomplished  Teacher  inex- 
haustible. 

The  brook-side  is  equally  suggestive.  Here  may  be 
found  the  materials  for  a  lecture  on  the  elements  of  Geol- 
ogy, Mineralogy,  Hydraulics,  Evaporation,  Ichthyology, 
Xa\^gation,  the  Steam-engine,  Commerce,  the  Tides,  Ma- 
rine plants,  the  topography  of  the  Ocean's  bed,  eifects  of 
the  Deluge,  etc.,  etc. 

All  this  could  not  be  expounded  on  one  such  occasion. 
It  would  require  many.  But  we  doubt  whether  months 
of  application  to  text-books  would  produce  greater  re- 
sults than  days  thus  devoted. 

The  success  of  such  a  plan  depends,  of  course,  on  the 
Teacher. 

He  must  be  a  man  of  varied  attainments,  extensive 
reading,  possessing  a  fund  of  appropriate  anecdote,  and 
withal,  an  entertaining  talker. 

To  all,  we  say,  in  conclusion,  make  your  children  think. 

When  you  have  done  this,  you  have  excited  their  in- 
terest. 

Learning  will  then  become  a  pleasure,  instead  of  a  task, 
and  knowledge  follow  in  due  time. 

SPECIAL  DUTIES  OF  COUNTY  SUPERIXTEXDEXT S . 

It  is  important  that  the  Superintendent  of  Public  Instruc- 
tion, and  through  him,  the  Legislature  and  the  People,  be 
thoroughly  informed  of  the  condition  of  our  Public  Schools, 
that  remedies  may  be  devised  to  repair  defects,  and  arrange- 
ments made  to  supply  deficiencies.     "With  this  view,  some- 


64  COMMENTARIES    ON   THE    SCHOOL    LAW. 

tiling  more  will  be  hereafter  required  of  County  Superin- 
tendents, than  the  mere  filling  up  of  the  old  forms  of  blank 
Reports. 

The  State  Superintendent  will  have  prepared  a  blank 
note  book,  with  appropriate  headings  and  instructions,  de- 
signed to  furnish  information  upon  many  items,  coming 
within  the  sphere  of  the  County  Superintendent's  duties, 
but  not  heretofore  attended  to. 

Among  these  items  may  be  mentioned  the  condition  of 
the  School  Sections  in  the  county,  as  referred  to  more  at 
length  in  the  commentaries  on  Section  11,  the  condition  of 
the  School  Houses,  the  character  of  the  furniture  therein, 
the  age  of  Teachers,  their  experience  in  teaching;  how 
many  intend  to  devote  themselves  permanently  to  the  pro- 
fession ;  their  manner  of  teaching,  and  general  ability  to 
teach  and  govern ;  the  number  of  examinations  and  exhi- 
bitions held  during  the  year ;  improvements  made,  and 
jDroj acted,  bearing  upon  the  cause  of  education  ;  defects  to 
be  remedied,  and  wants  to  be  supplied ;  the  number  of 
Private  Schools,  Seminaries,  and  Colleges  in  the  county ; 
with  the  number  of  pupils  attending  each. 

These  note  books  are  to  be  considered  as  part  of  the 
Superintendent's  Annual  Report,  •  and  should  be  trans- 
mitted at  the  same  time. 

It  is  earnestly  hoped  County  Superintendents  will  make 
them  as  full,  practical  and  interesting  as  possible. 

Those  of  superior  merit  will  be  embodied  in  full,  in  the 
Annual  Report  of  the  Superintendent  of  Public  Instruction 
to  the  Legislature,  and  with  it,  will  be  published  for  dis- 
tribution throughout  the  State.  Any  failure  to  furnish 
these  Reports  will  be  specially  reported  to  the  Legislature, 

The  Superintendent  of  Public  Instruction  would  recom- 
mend, also,  that  County  Superintendents  publish,  in  their 
local  papers,  from  time  to  time,  a  Report  upon  the  condi- 
tion of  their  Schools,  with  suggestions  for  their  improve- 
ment. 

^ome  already  do  this.  Among  them  may  be  mentioned, 
with  approval,  Mr.  Henry  B.  Janes  of  San  Francisco,  Mr. 


SPECIAL  DUTIES   OF   MARSHALS.  65 

!N'elson  Slater  of  Sacramento,  and  Mr.  Grove  K.  Godfrey 
of  Shasta.  There  may  be  others,  but  they  have  not  been 
brought  to  the  notice  of  the  State  Superintendent. 

The  example  of  these  officers  is  worthy  of  imitation. 

Such  publications  tend  to  keep  alive  the  interest  of  the 
citizens  in  Public  Schools,  and  stimulate  them  to  make  the 
improvements  needed.  It  is  true,  complaint  is  very  often 
justly  made,  that  County  Superintendents  are  but  poorly 
compensated ;  but  in  some  instances,  at  least,  this  is  their 
own  fault. 

An  active,  energetic  discharge  of  their  duties,  in  the 
manner  here  indicated,  ^yi[\  furnish  the  strongest  argument 
for  an  increase  of  their  compensation — an  argument  which 
will,  doubtless,  have  its  weight  with  the  Board  of  Super- 
visors. 

SPECIAL    DUTIES     OF     CENSUS    MARSHALS. 

In  addition  to  the  items  heretofore  embodied  in  the  re- 
turns of  the  Census  Marshals,  the  State  Superintendent 
directs  that  they  shall  give  the  number  of  deaf  and  dumb 
persons  in  their  Districts,  as  set  forth  more  at  length  in  the 
Commentaries  on  Section  18,  and  also  the  number  of  chil- 
dren under  four  years  of  age,  and  whether  born  in  Califor- 
nia or  abroad.  This  should  be  done  in  a  separate  column, 
so  as  not  to  confound  them  with  children  between 
four  and  eighteen  years  of  age,  upon  which,  alone,  the 
apportionment  is  made. 

It  will  impose  but  little  additional  labor  upon  the  Mar- 
shals, as  it  will  be  very  easy,  when  inquiring  of  a  family 
the  names  of  children  between  four  and  eighteen  years  of 
age,  to  obtain  the  number  under  four  years  of  age.  The 
names  of  the  latter  need  not  be  given — their  number  is  all 
that  is  wanted.  Xor  will  it  be  necessary  to  give  their 
birth  place,  further  than  to  specify  whether  born  "  in  Cali- 
fornia" or  "abroad." 

Trustees  are  particularly  requested  to  enforce  compliance 
with  these  requirements.  The  necessary  columns  will  be 
added  to  the  census  blanks. 


SCHOOL   ARCHITECTURE. 


This  is  a  subject  to  which,  unfortunately,  but  little  atten- 
tion has  been  paid  in  California,  and  yet  the  selection  of 
the  Teacher  and  the  mode  of  instruction,  scarcely  exercise 
more  influence  in  fashioning  the  character  and  giving  tone 
to  the  plastic  mind  of  the  youth  of  our  country. 

As  to  its  operation  upon  the  health  and  physical  develop- 
ment of  the  pupils,  its  importance  can  scarcely  be  over- 
estimated. 

In  the  infancy  of  the  Common  School  system,  the  rudest 
shanty  was  considered  sufficient  for  the  training  ground  of 
the  youthful  mind.  Men  altogether  overlooked  or  reck- 
lessly disregarded  the  controlling  influence  of  surrounding 
circumstances  upon  the  impressionable  minds  of  the  young. 
1^0  attention  was  paid  to  location — an  uninviting,  for- 
bidden spot,  with  perhaps  bog  and  filth,  or  worse  still, 
demoralizing  places  of  public  resort  in  close  proximity,  was 
as  likely  to  be  selected  as  a  grassy  eminence,  embowered 
in  trees  and  commanding  an  extended  view  of  the  love- 
liest landscape. 

The  style  of  building  was  regarded  as  of  no  consequence. 
Rough  clapboards  were  huddled  together  by  some  vil- 
lage carpenter,  whose  only  instructions  were  to  furnish 
room  wherein  to  cram  a  certain  number  of  unfortunate 
youngsters. 

The  mode  of  lighting,  of  ventilating,  the  style  of  School 
furniture,  were  all  despised  and  held  of  trifling  moment. 


LOCATION  OF  SCHOOL  HOUSE.  67 

In  later  years,  however,  a  vast  change  of  public  sentiment 
has  taken  place  on  this  subject,  and  in  many  of  the  old 
settled  States,  the  minds  of  intelligent  and  philanthropic 
friends  of  education  have  been  specially  turned  to  this 
matter,  and  the  result  has  been  a  wonderful  improvement 
in  the  cheerfulness,  comfort,  and  even  ornamentation  of 
School  Houses. 

The  effort  has  been  to  make  them  attractive  resorts  to 
the  young,  aiding  the  acquisition  of  learning,  and  condu- 
cing, or,  if  not  conducing,  at  least  not  actively  injurious 
to  the  health  of  their  inmates. 

This  is  the  principle  which  underlies  the  whole  subject, 
and  to  enforce  this,  is  the  object  of  the  present  essay  by 
the  State  Superintendent.  In  a  work  necessarily  so  con- 
tracted as  this,  he  cannot  be  expected  to  enter  into  minute 
details.  But  he  can  point  out  certain  fundamental  rules 
for  the  guidance  of  Trustees  and  Building  Committees — 
things  that  reason  and  experience  have  taught  ought  most 
assuredly  to  be  done,  and  others  that,  as  certainly,  ought 
not  to  be  done. 

Parties  about  to  build  a  School  House  should  take  into 
consideration : 

First,  The  location.  Second,  The  character  of  the 
School,  whether  graded,  or  ungraded.  Third,  The  style 
of  the  building.  Fourth,  The  mode  of  lighting,  heating, 
and  ventilating.  And,  Fifth,  The  School  furniture  and 
appurtenances. 

THE   LOCATIOX. 

The  primary  considerations  in  selecting  a  location,  are 
convenience,  accessibility,  fitness,  and  attractiveness. 

By  CoxvEXiENCE  is  meant,  its  proximity  to  the  greatest 
number  of  families.  This  is  easily  determined.  Justice, 
and  the  success  of  the  School,  require  that  it  shall  be  care- 
fully considered. 

The  location  should  not  only  be  convenient,  but  Ac- 
cessible. 

In  rural  Districts,  care  should  be  taken  that  a  stream  of 


c. 


68  SCHOOL  ARCHITECTUKE. 

water,  liable  to  be  swollen  past  fording  in  the  rainy  season, 
or  a  high  ridge  of  hills,  or  marshy  ground,  or  extensive 
fields  infested  by  wild  cattle,  shall  not  intervene  between 
the  School  House  and  any  considerable  number  of  home- 
steads. 

There  should  be  a  Fitness,  too,  in  the  location. 

It  is  manifestly  wrong  to  build  a  School  House  in  the 
vicinity  of  a  tavern,  a  drinking  shop,  a  country  grocery, 
the  resort  of  idlers,  or  any  manufacturing  establishment, 
whose  operations  are  offensive  or  injurious  to  health. 

Avoid^  in  fact,  every  spot  where  the  exhalations,  either 
natural  or  artificial,  are  offensive  to  the  child. 

Attractiveness^  however,  is  one  of  the  most  important 
points  to  be  considered. 

Let  those  who  imagine  surrounding  circumstances  have 
little  weight  in  the  formation  of  character,  reflect  for  a 
moment  upon  the  difference  in  the  impress  upon  the  plas- 
tic mind  of  a  child  brought  up  in  the  Gin  Lanes  of 
London,  or  the  recesses  of  the  Five  Points,  and  one  nur- 
tured in  the  elm-embowered  retreats  of  New  Haven,  or 
the  sylvan  shades  of  Savannah.  Independent  of  their 
moral  training,  the  mere  physical  surroundings  must  exert 
a  marked  influence. 

Note  the  difference  in  the  character,  to  say  nothing  of 
the  physique,  of  the  almost  brutalized  colliers  of  England, 
passing  their  lives  in  the  gloom  of  deepest  mines,  and  of 
the  free-roving  Switzer,  impressedfrominfancy  by  scenery 
the  most  sublime, — of  the  debased  peasants  inhabiting  the 
marshy  plains  of  Southern  France,  and  the  active-minded 
mountaineers  of  Calabria. 

It  is  not  contended  that  mere  natural  features  can  make 
a  man  either  good  or  bad ;  that  depends  upon  other  cir- 
cumstances; but  they  unquestionably  give  a  tone  to  the 
youthful  character,  which,  if  favorable,  may  be  turned  to 
advantage  by  the  instructor,  both  of  the  mind  and  the 
heart. 

By  all  means,  then,  select  the  most  attractive  spot  that 
can  be  obtained,  for  the  location  of  a  School  House.     Al- 


ATTRACTIVENESS   OF   LOCATION.  09 

ways  prefer  a  wooded  liiglit,  commauding  a  fine  prospect 
of  the  surrounding  country. 

Let  it  stand  back  from  tlie  bustle  of  the  public  road. 
See  that  there  are  as  many  shade  trees  as  possible  round 
about.  If  none,  plant  them  before  you  commence  your 
foundations.  Every  rural  School  House  should  have  a 
grassy  play-ground  of  an  acre  at  least.  Even  in  a  ^village 
this  should  never  be  less  than  half  an  acre.  K  the  chil- 
dren, during  play  hours,  are  liable  to  be  intruded  upon  by 
outsiders,  or  if  temptations  exist  to  draw  them  into  asso- 
ciation with  all  sorts  of  characters  in  the  public  streets, 
their  grounds  should  be  surrounded  by  a  high  and  substan- 
tial fence. 

In  concluding  this  portion  of  the  subject,  we  cannot  do 
better  than  take  to  heart  the  teachings  of  one  who  has 
made  it  his  study : 

"Pleasantness,  or  beauty  of  position,  almost  as  much 
improves  the  tone  of  the  mind,  as  healthfulness  of  location 
does  that  of  the  body ;  and  it  is  but  another  instance  of  the 
goodness  of  Providence,  that  that  which  is  necessaiy  and 
useful  is  also  often  agreeable  and  beautiful.  The  high, 
airy,  and  commanding  site — be  it  for  school,  dwelling,  or 
town — is  afe  attractive  by  its  beaut}"  as  it  is  desirable  for 
its  salubrity  ;  and  the  buoyant  vigor  of  body  it  confers  is 
well  calculated  to  enhance  the  enjoyment  of  its  charms. 
Life  is  made  up  of  innumerable  incidents  and  events,  some 
of  them  inconsiderable — apparently  almost  trivial — in  their 
nature,  but  not  therefore  trivial  in  their  consequences. 
Hence,  the  child  who  daily  emerges  from  the  valley,  and 
mounts,  gradually,  higher  and  higher,  to  his  place  of 
study — each  moment  widening  his  horizon,  and  bringing 
new  objects  into  view,  and  presenting  new  subjects  for 
contemplation — will,  probably,  enter  the  School  Room 
with  higher  spirit  and  better  feeling,  than  he  who 
plunges  down,  through  gloom,  damp,  and  mire,  to  his 
silent,  secluded  mind-prison,  at  the  edge,  it  may  be,  of  the 
brooding  marsh." 

"  It  is  time  that  the  beautiful  should  be  recognized  as 


70  SCHOOL  ARCHITECTURE. 

an  element  in  education ;  and  if  so,  at  what  point  may  it 
be  more  easily  or  effectually  commenced  than  in  the  selec- 
tion of  the  place  for  study  ?  Let  it  be  remembered  how 
many  of  the  hours  of  plastic  childhood  are  to  be  there 
passed,  and  how  impossible  it  is  for  the  most  observant  to 
fully  detect  and  estimate  the  injurious  effects  of  unpleasant 
outward  objects  and  influences,  upon  the  moral  character. 
"We  obtain  our  ideas  through  our  senses  ;  and  if  sight,  the 
most  important  of  them,  be  constantly  exercised  upon  re- 
pulsive objects,  or  within  a  narrow  scope,  during  the  most 
impressible  years  of  life,  the  ideas  supplied  through  this 
medium  must  be  of  the  same  kind,  and  the  mind  take  the 
same  tinge  and  stint.  So  of  abstract  ideas  and  moral  qual- 
ities ;  we,  of  necessity  as  often  as  from  choice,  express  them 
by  the  terms  proper  to  physical  objects,  and  thus  measure 
and  stamp  them,  as  it  were,  by  the  same  means.  But  if 
the  natural  objects  which  we  daily  contemplate,  and  there- 
fore use  for  this  higher  purpose,  be  of  mean  and  repulsive 
kind,  is  there  not  some  danger  that  the  intellectual  and 
moral  character,  whose  standard  they  thus  become,  may 
also  be  low,  contracted,  and  grovelling  ?  Beauty,  beyond 
all  question,  is  a  want  of  the  human  soul,  and  should  be  a 
part  of  that  soul's  training,  in  every  department  of  human 
culture." 

GRADING   THE    SCHOOLS. 

For  a  full  exposition  of  this  point,  reference  is  made  to 
the  Commentaries  on  Section  17  of  the  School  Law,  in  a 
former  part  of  this  work. 

It  is  sufficient  here  to  say,  that  Trustees  should  see  that 
their  Schools  are  graded  whenever  the  number  of  pupils, 
and  the  difference  in  their  ages  and  attainments,  will 
justify  it. 

In  constructing  a  House  for  a  graded  School,  provision 
must  of  course  be  made  for  at  least  two  departments — the 
Primary,  and  Intermediate  or  Grammar.  In  a  growing 
neighborhood,  the  building,  even  when  designed  for  a 
Primary  School,  should  be  so  arranged  as  to  permit,  when 


STYLE    OF    BUILDIXG.  71 

necessity  requires  it,  sucli  modifications  as  will  adapt  it 
also  for  an  Intermediate  School. 

The  same  is  tme  where  good  policy  calls  for  a  graded 
School,  but  lack  of  means  forbids  it  for  the  present. 

By  bearing  in  mind  the  prospective  wants  of  the  School, 
considerable  expense  may  be  saved.  The  requisite  modi- 
fications and  additions  may  be  made  for  a  small  fraction 
of  the  amount  it  would  cost  to  remodel  the  whole  building. 


THE   STYLE    OF   BUILDEfG. 

By  this  is  meant  its  Architecture — the  plan  of  its  front, 
rear,  and  sides — the  number,  size,  and  fashion,  of  its  doors, 
windows,  porticoes,  columns,  (if  there  be  any,)  the  orna- 
mentation, and  the  ground  plan  and  internal  arrange- 
ments. 

The  first  point  to  consider,  in  this  connection,  are  the 
dimensions. 

It  is  safe  to  declare  that  in  six  cases  out  of  ten.  School 
Houses,  planned  by  inexperienced  persons,  are  too  small 
for  the  number  of  pupils  they  are  to  accommodate,  and 
that  this  parsimony  of  space  is  the  fruitful  cause  of  disease 
in  children. 

The  evils  resulting  from  this  cause  are  so  forcibly 
summed  up  by  Jrof.  Mayhew,  that  we  give  his  remarks 
in  full,  and  earnestlv  invoke  attention  to  his  warnino^s : 

He  premises  with  the  declaration  that  a  large  majority 
of  the  School  Houses  in  the  Northern  and  Western  States 
have  been  found,  by  actual  measurement,  to  be  about 
twenty  by  twenty-four  feet  on  the  ground,  and  seven  feet 
in  bight. 

"  They  are,"  he  says,  "  more  frequently  smaller  than  larger. 
School  Houses  of  these  dimensions  have  a  capacity  of  3,360 
cubic  feet,  and  are  usually  occupied  by  at  least  forty-five 
scholars  in  the  winter  season,  ^ot  unfrequently  sixty  or 
seventy,  and  occasionally  more  than  a  hundred  scholars 
occupy  a  room  of  this  size. 

"A  simple  arithmetical  computation  will  abundantly  sat- 


72  SCHOOL  ARCHITECTURE. 

isfy  any  person  who  is  acquainted  with  the  composition  of 
the  atmosphere,  the  influence  of  respiration  upon  its 
fitness  to  sustain  animal  life,  and  the  quantity  of  air  that 
enters  the  lungs  at  each  inspiration,  that  a  School  Room 
of  the  preceding  dimensions  contains  quite  too  little  air  to 
sustain  the  healthy  respiration  of  even  forty-jive  scholars 
three  hours — the  usual  length  of  each  session ;  and  fre- 
quently the  School  House  is  imperfectly  ventilated  hetween 
the  sessions  at  noon,  and  sometimes  for  several  days 
together. 

"  Mark  the  following  particulars :  1.  The  quantity  of  air 
breathed  by  forty-five  persons  in  three  hours,  according  to 
the  data  just  given,  is  3,375  cubic  feet.  2.  Air  once  respired 
will  not  sustain  animal  life.  3.  The  School  Room  was  esti- 
mated to  possess  a  capacity  of  3,360  cubic  feet—ffteen  feet 
less  than  is  necessary  to  sustain  healthy  respiration.  4.  Were 
forty-five  persons,  whose  lungs  possess  the  estimated  capa- 
city, placed  in  an  air-tight  room  of  the  preceding  dimen- 
sions, and  could  they  breathe  pure  air  till  it  was  all  once 
respired,  and  then  enter  upon  its  second  respiration,  they 
would  all  die  with  the  apoplexy  before  the  expiration  of  a  three 
hours'  session. 

"From  the  nature  of  the  case,  these  conditions  cannot 
conveniently  be  falfiUed.  .  But  numerous  instances  of  fear- 
ful approximation  exist.  We  have  no  air-tight  houses. 
But  in  our  latitude,  comfort  requires  that  rooms  which  are 
to  be  occupied  b}'  children  in  the  winter  season,  be  made 
very  close.  The  dimensions  of  rooms  are,  moreover,  fre- 
quently narrowed,  that  the  warm  breath  may  lessen  the 
amount  of  fuel  necessary  to  preserve  a  comfortable  tem- 
perature. It  is  true,  on  the  other  hand,  that  the  quantity 
of  air  which  children  breathe  is  somewhat  less  than  I  have 
estimated.  But  the  derano^ement  resultins:  from  breathins: 
impure  air,  in  their  case,  is  greater  than  in  the  case  of 
adults,  whose  constitutions  are  matured,  and  who  are  hence 
less  susceptible  of  injury.  It  is  also  true,  in  many  Schools, 
that  the  number  occupying  a  room  of  the  dimensions  sup- 
posed is  considerably  greater  than  I  have  estimated.    More- 


NECESSITY    OF    AMPLE    SPACE.  73 

over,  in  many  instances,  a  great  proportion  of  tlie  larger 
scholars  will  respire  the  estimated  quantity  of  air. 

''Again,  all  the  air  in  a  room  is  not  respired  once  before  a 
portion  of  it  is  breathed  the  second,  or  even  the  third  and 
fourth  time.  The  atmosphere  is  not  suddenly  changed  from 
pmity  to  impurity — from  a  healthful  to  an  infectious  state. 
Were  it  so,  the  change,  being  more  perceptible,  would  be 
seen  and  felt  too,  and  a  remedy  would  be  sought  and  ap- 
plied. But  because  the  change  is  gradual,  it  is  not  the 
less  fearful  in  its  consequences.  In  a  room  occupied  by 
forty  fire  persons,  the  first  mixute,  thirty-two  thousand  four 
hundred  cubic  inches  of  air  impart  their  entire  vitality  to  sustain 
animal  life,  and,  mingling  icith  the  atmosphere  of  the  room,  pro- 
portionately deteriorate  the  whole  mass.  Thus  are  abundantly 
sown  in  early  life  the  fruitful  seeds  of  disease  and  prema- 
ture death. 

"This  detail  shows  conclusively  sufficient  cause  for  that 
uneasy,  listless  state  of  feeling  which  is  so  prevalent  in 
crowded  School  Rooms.  It  explains  why  children  that  are 
amiable  at  home  are  mischievous  in  School,  and  why  those 
that  are  troublesome  at  home  are  frequently  well-nigh 
uncontrollable  in  School.  It  discloses  the  true  cause  why  so 
many  Teachers,  who  are  justly  considered  both  pleasant  and 
amiable  in  the  ordinary  domestic  and  social  relations,  are 
obnoxious  in  the  School  Room,  being  there  habitually  sour 
and  fretful.  The  ever-active  children  are  disqualified  for 
study,  and  engage  in  mischief  as  their  only  alternative.  On 
the  other  hand,  the  irritable  Teacher,  who  can  hardly  look 
with  complaisance  upon  good  behavior,  is  disposed  to  mag- 
nify the  most  trifling  departure  from  the  rules  of  propriety. 
The  scholars  are  continually  becoming  more  ungovernable, 
and  the  Teacher  more  unfit  to  govern  them.  Week  after 
week  they  become  less  and  less  attached  to  him,  and  he, 
in  turn,  becomes  less  interested  in  them. 

"This  detail  explains,  also,  why  so  many  children  are 

unable  to  attend  School  at  all,  or  become  unwell  so  soon 

after  commencing  to  attend,  when  their  health  is  sufficient 

to  engage  in  other  pursuits.     The  number  of  scholars  an- 

10 


s^-^ 


74  SCHOOL    ARCHITECTURE. 

swering  this  description  is  greater  tlian  most  persons  are 
aware  of." 

It  is  established  by  philosophical  reasoning,  supported 
by  numerous  experiments,  that  the  principal  room  of  the 
School  House,  and  each  such  room  where  there  are  several 
departments,  should  be  large  enough  to  allow  each  occu- 
pant a  suitable  quantity  of  pure  air,  which  is  not  less  than 
one  hundred  and  fifty  cubic  feet. 

This  is  a  matter  of  easy  calculation.  Thus,  if  a  School 
Room  is  designed  for  thirty  scholars,  it  should  contain  four 
thousand  ^ve  hundred  cubic  feet.  It  must  therefore  be 
thirty  by  twenty  feet  on  the  ground,  and  seven  and  a  half 
feet  high.  If  for  fifty  scholars,  its  capacity  should  be  seven 
thousand  five  hundred  cubic  feet,  or  about  thirty-six  by 
thirty  feet  on  the  ground,  by  seven  feet  in  hight,  and  so 
on,  for  any  greater  number  of  pupils.  These  bights  are 
merely  given  for  illustration.  The  room  should  always  be 
from  ten  to  fourteen  feet  high. 

The  size  ha\dng  aeen  determined,  the  next  point  to  settle 
is  the  fashion,  or  outward  style  and  ornamentation  of  the 
building.  This  must  be  left,  in  a  great  measure,  to  the 
good  taste  of  the  Trustees  or  Building  Committees,  assisted 
by  an  Architect  or  experienced  builder. 

Where  this  assistance  cannot  be  conveniently  obtained, 
it  is  good  policy  for  the  Trustees  to  invite  citizens  of  the 
District,  of  acknowledged  taste  and  cultivation,  especially 
those  interested  in  education,  to  furnish  plans  for  the 
School  House. 

From  a  number  thus  obtained,  the  best  may  be  selected, 
or  the  merits  of  two  or  more  may  be  combined. 

,     The  subject  admits  of  such  amplification  that  it  is  impos- 

I  sible  to  give,  within  the  limits  of  a  work  like  this,  a  suffi- 

I  cient  number  of  plates  to  illustrate  it.     The  State  Superin- 

I  tendent  will,  on  application,  be  happy  to  furnish  Building 

Committees  with  drawings  illustrating  the  most  tasteful 

and  approved  models  for  School  Houses. 


APPURTEXANCES    TO    SCHOOL    HOUSES.  75 

GROUND    PLANS   AND   INTERNAL  ARRANGEMENTS. 

In  arranging  the  plan  of  a  School  House,  provision 
should  always  be  made  for  two  entries  or  vestibules,  one 
for  boys  and  the  other  for  girls,  wherein  to  deposit  their 
hats,  coats,  satchels,  luncheon,  etc. 

Each  entry  should  be  furnished  with  a  scraper,  mat, 
hooks,  or  shelves,  basin,  and  towels.  A  separate  entry 
thus  furnished  will  prevent  much  confusion,  rudeness,  and 
impropriety,  and  promote  the  health,  refinement,  and 
orderly  habits  of  the  childi*en. 

Allowance  should  also  be  made  for  closets  for  apparatus 
and  books,  passages  among  the  desks  sufficiently  wide, 
and  full  space  for  classes  at  recitation. 

From  the  summing  up  of  Mr.  Burrowes,  an  able  writer 
on  School  Architecture,  we  gather,  that  the  best  form  for 
a  School  Room  is  a  rectangle,  whose  length  is  one-fourth 
greater  than  its  breadth,  with  the  Teacher's  desk  at  one 
end.  This  keeps  the  whole  School  in  front,  and  in  view 
of  the  Teacher,  and  gives  ample  space  across  the  end, 
before  his  desk,  for  classes. 

In  those  sections  of  California  where  the  winters  are 
severe,  every  School  House  should  have  a  cellar.  This 
not  only  renders  the  floor  drier,  and  the  house  more  health- 
ful and  comfortable,  but  saves  the  cost  of  a  wood  or  coal 
house. 

The  Teacher's  desk  should  be  movable,  and  on  a  raised 
platform  of  sixteen  inches  or  two  feet  high,  and  four  feet 
■wide,  extending  entirely  across  one  end  of  the  room. 

This  platform  will  also  serve  for  declamation,  black- 
board, and  other  similar  exercises. 

A  black-board,  ^ve  feet  in  hight,  commencing  two  feet 
from  the  floor,  is  indispensable. 

It  should  extend  all  around  the  room ;  or,  at  the  very 
least,  across  the  ends  of  the  room  behind  and  facing  the 
Teacher's  desk.  It  is  impossible  for  the  Teacher  to  reach 
the  full  comprehension  of  his  pupils  without  it. 


76 


SCHOOL    ARCHITECTURE. 


There  should  be  wide  doors  to  every  School  House,  so 
as  to  give  egress  to  the  occupants  in  the  shortest  possible 
time,  in  case  of  emergency.  A  door  composed  of  two 
parts  or  valves,  opening  outward,  would  effect  this  object. 

Every  School  Room  should  be  so  constructed  that  each 
scholar  may  pass  to  and  from  his  seat  without  disturbing 
or  in  the  least  incommoding  any  other  one.  By  this 
means,  too,  the  Teacher  may  pass  at  all  times  to  any  part 
of  the  room,  and  approach  each  scholar  in  his  seat,  when- 
ever it  may  be  desirable  to  do  so  for  purposes  of  instruc- 
tion or  otherwise.  Such  an  arrangement  is  of  the  utmost 
importance,  for  without  it,  no  Teacher  can  advantageously 
superintend  the  affairs  of  a  whole  School,  and  especially 
of  a  large  one.  In  this  connection,  we  give  a  number  of 
ground  plans,  showing  the  proper  internal  arrangement 
of  a  School. 

PLAN   FOR   UNGRADED    OR    PRIMARY   SCHOOLS. 

Kumber  1.  This  plan  represents  the  ground  floor  of  a 
School  House,  one  story  high,  twenty-three  by  thirty-four 
feet  on  the  outside  ;  thirteen  feet  high  in  the  clear  of  floor 
and  ceiling,  and  pitch  of  roof  five  feet.  It  will  accom- 
modate forty-eight  pupils — two  at  each  desk. 


No.  1. 


I 


fl 


K,v,^^VvVV.VVVV,vv 


^^S^^^.\'^v^^'^^???T^ 


!t\'K!^y 


ffiDaoDaMoO 


BmDcO 

'  mmm 
msmm 


I^^^^^S,VV^-^^^k^^^s^■ 


IS 


A— Lobby  6  feet  square. 

B — Clothes  room  for  girls,  6  by  7  feet. 

C — Clothes  room  for  boys,  same  size. 
D  D— Closets  for  books,  etc. 

E — Fire  place,  or  recess  for  stove. 
F  F— Passages  two  feet  wide. 


G  G  G — Passages  IG'inches  wide. 
H  H — Seats  for  two  pupils  each. 

I — Space  for  classes  at  recitation. 

K— Platform  4  by  22  feet. 

L — Teacher's  desk. 
M  M— Black-board. 


GROUND    PLANS. 


7T 


No.  2.  The  following  plan  represents  the  ground  floor 
of  a  building  twentj-three  by  thirtv-four  feet,  one  story 
high,  thirteen  feet  in  the  clear,  and  pitch  of  roof  nine  feet. 
It  differs  from  No.  1  in  having  an  outside  lobby,  made  at 
the  entrance,  which  gives  an  additional  room,  appropriated 
for  library  and  recitation  : 


No.  2. 


^^ms^22^^. 


:^^2^^^ 


oDcDcDKB 


cDODc[|DOa 


jz^^M^^sss: 


RT^-T/Wi^ 


A — Lobby  or  outside  porch,  5  by  6  feet.  G — Teachers  desk,  on  a  platform,  4  by  : 
B — Recitation  or  Teacher's  room,  8  by  8  feet.  feet,  with  black-board  behind. 

0 — Girls'  clothes  room,  6  by  8  feet.  H  H — Seats  for  two  pupils. 

D — Boys'  clothes  room,  6  by  8  feet.  L — Library. 

I  F — One  a  smoke  flue,  the  other  a  ventilator,  S — Passages  or  aisles. 
brought  together  in   the  loft,  and 
topped  out  together. 


78 


SCHOOL    ARCHITECTURE. 


'No.  3.    Plan  of  a  Scliool  House  for  fifty-six  scholars. 

No.  3. 


w 


—  S 


w 


T 
D 


W 


w 


(Size,  30  by  40  feet.      Scale,  10  feet  to  the  inch.) 


D  D  D  D— Doors. 

E  E — Entries    lighted  over   outer    doors, 
one  for  the  boys  and  the  other 
for  girls. 
T — Teacher's  platform  and  desk. 

R  L — Room  for  recitation,  library  and 
apparatus,  which  may  be  en- 
tered by  a  single  door  back  of 
the  Teacher's  desk,  as  represent- 
ed in  the  plan,  or  by  two,  one 
on  either  side  of  the  desk,  as  in 
the  following  plan.  No.  4. 
S  S — Stoves,  with  air  tubes  beneath  and 
metal  casing. 

K  K — Aisles,  four  feet  wide.    The  remain- 
ing aisles  are  each  two  feet  wide. 

C  V — Chimneys  and  Ventilators. 


1 1 — Recitation  Seats. 

B  B — Black-board,  made  by  giving  the  wall 
a  colored  hard  finish. 

G  H — Seats  and  Desks,  four  feet  in  length. 
The  seat  and  desk  may  be  made 
together,  as  represented  at  X,  in 
the  following  plan,  or  as  in  Plate 
No.  1,  in  article  on  school  fur- 
niture. Instead  of  being  per- 
manently fastened  to  the  floor, 
they  might  be  advantageously 
attached  in  front  by  a  strap 
hinge,  which  will  admit  of  their 
being  turned  forward  while 
sweeping  under  and  behind 
them. 


GROUND    PLANS. 
No.  4. 


79 


(The  size  of  the  Room  is  36  hy  54  feet.    The  scale  of  the  cut,  12  feet  to  the  inch. 


A — Entrance  for  hoys  to  High  or  Gram- 
mar Schoolon  second  floor.  If 
there  he  no  second  floor,  it  may 
represent  lobby,  or  clothes  room 
for  boys  of  Primary  and  Inter- 
mediate or  Primary  and  Gram- 
mar Departments,  in  which  case, 
the  other  entrance,  P,  may  be 
dispensed  with. 

C — Entrance  for  girls  to  High  or  Grara- 
mhv  School.  Same  remarks  ap- 
ply. 

P — Entrance  and  lobby  for  boys  to  the 
Primary  and  Intermediate  De- 
partments. 

Q — Entrance  and  lobby  for  girls  to  the 


D  D— Doors. 
W  "W  W— Windows. 

T — TAicher"s  platform  and  desk. 
G  H — Desk  and  seat  for  two  scholars,  a  sec- 
tion of  which  is  represented  at 
X  in  the  Primary  Department, 
whereof  a  is  the  seat  and  b  the 
desk,  made  together. 
I  T — Recitation  seats. 
B  B— Black-boards. 

S  S — Stoves  in  casing,  with  air  tubes  be- 
neath. 
c  r — Cliimneys  and  Ventilators. 
R — Room  for  recitation,  library  and  ap- 
paratus, and  other  purposes. 


80  SCHOOL    ARCHITECTUKE. 


PRIMARY  AND  INTERMEDIATE  DEPARTMENT  ON  SAME  FLOOR. 

'No.  4.  The  preceding  plan  represents  the  manner  of  ar- 
ranging a  graded  School — the  Primary  and  Intermediate 
Departments  on  the  first  floor.  Provision  is  also  made,  as 
shown  by  the  flight  of  stairs  represented  in  the  lobbies,  A 
and  C,  for  a  Grammar  School  on  the  second  floor.  If  only 
two  grades  are  contemplated,  the  building  need  only  be 
one  story  in  hight,  and  then  the  plan  will  answ^er  either 
for  Primary  and  Intermediate,  or  Primary  and  Grammar 
Departments. 


ARRANGEMENT  OF  SEATS  AND  DESKS. 

The  pupils  should  be  faced  toward  a  wall  containing  no 
windows,  or  if  any,  they  should  have  close  blinds  or  cur- 
tains. If  possible,  this  should  be  the  north  wall.  The 
Teacher's  platform  should  be  across  the  end,  and  not 
the  side  of  the  room.  Seats  and  desks  should  be  of  dif- 
ferent bights,  for  the  convenience  of  pupils  of  different 
ages  and  sizes. 

In  such  cases,  the  smaller  seats  for  the  younger  pupils 
should  be  placed  in  front — nearest  the  Teacher's  desk — 
that  he  may  have  tliem  more  under  his  eye  and  control. 

Seats  and  desks  should  never  touch  the  wall,  that  the 
pupil  near  it  may  have  the  free  use  of  his  arm,  and  not 
come  in  contact  with  the  damp,  cold  wall. 

The  following  plate  represents  a  new  mode  of  arranging 
seats  and  desks,  intended  to  save  floor  space  w^ithout  the 
use  of  the  double  desk.  It  is  the  invention  of  Mr.  Wood- 
cock, of  New  Hampshire,  to  whom  a  patent  has  been 
granted.  It  has  the  additional  advantage  of  allowing 
more  room  for  passages,  and  particularly  for  a  wide  middle 
passage  and  for  outside  passages  along  the  w^alls. 

The  dividing  or  partition  board  may  either  be  used  or 
not,  as  convenience  shall  direct : 


IXTERNAL    ARRANGEMENTS. 


81 


la  his  descriptive  circular,  Mr.  Woodcock  says : 
"  By  this  new  arrangement  two  rows  of  desks  are  com- 
bined together,  with  a  separating  partition  between  them ; 
or,  with  a  standard  at  each  end,  the  partition  may  be  dis- 
pensed with.  Two  rows  of  desks,  A  A  and  C  C,  are  shown, 
connected  to  each  partition  board,  D.  Tlie  Teacher's  desk 
is  represented  at  E ;  B  are  the  seats  of  the  scholars  at  the 
desks ;  a  a  are  the  desk  standards.  Each  scholar's  desk  is 
arranged  opposite  the  seat  space  of  the  opposite  scholar, 
thus  separating  them  and  preventing  plapng  and  whisper- 
ing in  school. 

*'By  this  arrangement,  as  many  scholars  can  be  seated  at 
11 


82  SCHOOL   ARCHITECTURE. 

single  as  at  double  desks,  and  they  will  occupy  no  more 
flooi'-room. 

"  There  is  also,  again,  over  single  desks,  as  arranged  in  the 
common  way  in  schools,  by  seating  forty-eight  scholars 
with  these  desks  in  the  same  space  as  thirty-six  are  com- 
monly seated. 

"The  desks  and  chairs  are  arranged  diagonally  on  the 
floor,  so  that  no  one  scholar  can  see  the  face  of  another 
without  one  of  the  two  being  at  right  or  left  half-face. 
When  the  School  has  been  called  to  procession,  all  can  rise 
at  once  and  step  into  files  in  the  aisles  without  coming  in 
contact  with  one  another.  Scholars  are  more  directly 
under  view  of  the  Teacher,  and  can  therefore  be  kept  in 
better  order." 


To  secure  the  requisite  light,  the  windows  should  be  of 
sufficient  size  and  number  on  the  south,  east  and  west  sides. 
There  should  be  none  on  the  north,  which  the  children 
should  face. 

By  this  means  their  eyes  are  relieved  from  the  glare,  and 
the  light  falls  comfortably  from  behind,  and  from  either 
side,  upon  their  books. 

The  windows,  says  Mr.  Burrowes,  should  reach  nearly 
to  the  ceiling,  and  need  not  descend  as  near  the  floor  as  in 
a  dwelling  house. 

Ventilation  and  light  will  thus  be  increased,  and  cur- 
rents of  air  across  the  persons  of  the  pupils  avoided. 
Besides,  school  windows  are  not  so  much  to  look  out  of, 
as  to  admit  air  and  light. 

Ventilation. — They  should  always  be  so  constructed 
with  pulleys,  as  to  allow  the  top  sash  to  be  lowered,  as  well 
as  the  under  one  to  be  raised.  This  is  very  important, 
especially  in  hot  weather. 

By  this  means  the  heated  air,  which  is  lighter,  and 
therefore  rises,  escapes  from  the  higher  opening,  while  the 
cool  an*  from  w^ithout,  being  heavier,  enters,  to  take  its 


VENTILATION.  83 

place,  tlirougli  the  lower  aperture.  A  constant  current  of 
air  is  thus  produced,  which  must  greatly  contribute  to  the 
comfort  of  the  children  in  hot  weather. 

The  average  hight  of  the  ceiling  from  the  floor  should 
be  twelve  feet — of  the  windows  not  less  than  six  feet — 
seven  or  eight  feet  would  be  better,  by  at  least  three  feet 
in  breadth. 

Experience  has  established  that  the  best  plan  is  to  fijx 
the  window-sill  four  feet  from  the  floor,  allow  a  medium 
hight  of  seven  feet  to  the  mndow,  leaving  one  foot  above 
to  the  ceilins:. 

To  REGULATE  THE  QUAXTiTY  OF  LIGHT,  there  should  always 
be  blinds,  if  obtainable,  or  curtains  of  suitable  material, 
to  shieldthe  pupils  from  the  direct  rays  of  the  sun  enter- 
ing from  the  east  during  the  morning,  and  from  the  west 
in  the  afternoon. 

As  an  additional  precaution  to  ensure  ventilation,  Mr. 
Burrowes  recommends  an  opening  in  the  ceiling,  in  a  one 
story  School  House.  This  aperture  should  not  be  less  than 
three  feet  square,  in  a  room  twenty-five  by  thirty  feet ;  and 
it  should  have  a  cover  or  valve  to  it,  so  arranged,  by  means 
of  hinges  and  a  pulley,  as  to  admit  of  being  opened  and 
closed  at  pleasure  from  the  floor  of  the  room.  This  aper- 
ture ought  always  to  be  kept  open  in  mild  weather,  and 
will  be  found  an  efficient  means  of  rapidly  cooling  the 
room  in  cold  weather,  when  it  may  be  unadvisable  to  open 
the  windows. 

Heating  School  Eoo3IS. — The  proper  heating  of  a  School 
Room  is  a  matter  of  much  importance.  It  is  indispensable 
to  order,  to  study,  and  to  health.  On  this  subject  we 
quote  freely  from  Mr.  Burrowes'  elaborate  work. 

The  chief  objects  to  be  effected  are,  the  generation  of  a 
sufficient  degree  of  heat,  its  equal  diffusion  throughout  the 
whole  room,  and  its  uniform  continuance  during  the  hours 
of  study.  The  experience  of  practical  teachers,  sanctioned 
by  the  opinion  of  physicians,  has  settled,  that  the  proper 
temperature  of  a  School  Room,  is  from  sixty-five  to  seventy 
11* 


84  SCHOOL  ARCHITECTURE. 

degrees  of  heat,  according  to  Falareiilieit's  scale.  Any 
degree  materially  short  of  this,  renders  the  pupils  uncom- 
fortable and  uneasy,  and  is  therefore  incompatible  with 
study  and  order,  while  too  great  a  degree  of  heat  is  equally 
disturbing  and  injurious.  It  stimulates  and  over-excites  the 
pupil,  thus  producing  impatience,  inattention  and  disorder, 
while  the  inevitable  relaxation  which  follows,  exposes  the 
system  to  cold  and  other  diseases. 

But  it  is  not  enough  that  a  proper  temperature  shall  be 
found  in  a  certain  part  of  the  room.  It  must  be  equal 
throughout  the  whole  chamber,  or  the  injustice  will  be 
committed  of  having  a  portion  of  the  pupils — say  one- 
third — comfortably  warm  and  successfully  pursuing  their 
studies,  while  an  equal  portion  are  almost  roasting  and 
fidgeting  near  the  stove,  and  the  remainder,  chilled  in  body 
and  torpid  in  mind,  at  the  frigid  ends  of  the  apartment, 
l^either  uniformity  of  efibrt,  or  of  progress,  nor  proper 
order  can  be  expected  under  such  circumstances. 

Equality  or  temperature  is  then  also  requisite.  The 
utmost  care  should  be  taken  to  keep  up  an  even  tempera- 
ture throughout  the  School  session.  ]^othing  so  tries  the 
youthful  system  as  fitful  alternations  from  a  roaring  fire  to 
dying  embers.  The  only  way  to  prevent  tliis  is  to  have 
a  thermometer  in  the  School  House,  conveniently  located 
for  the  inspection  of  the  Teacher.  This  he  should  occa- 
sionally inspect,  and  regulate  the  supply  of  fuel,  or  open 
the  ventilating  valves  in  the  ceiling,  accordingly.  In  heat- 
ing a  School  House,  we  premise,  that  an  open  fire-place  is 
out  of  the  question.  It  can  never  produce  uniformity  of 
heat,  and  besides  consumes  more  fuel  than  the  stove. 

An  improved  stove  is  probably  the  only  appliance  likely 
to  be  used  in  the  present  condition  of  our  school  finances. 
It  should  always  be  located,  as  nearly  as  possible,  in  the 
center  of  the  room,  that  the  opposite  extremities  may 
receive  an  equal  degree  of  heat. 

Those  portions  of  the  room  immediately  around  the 
stove,  must  necessarily  be  hotter,  and  too  uncomfortable 
for  occupation  by  the  pupils.  The  best  remedy  for  this  is 
a  number  of  movable  screens. 


VENTILATION.  85 

But  by  far  the  best  arrangement  we  have  been  able  to 
find,  is  that  described  at  length  bv  Mr.  Burrowes  : 

"When  a  stove  stands  uninclosed  in  a  room,  and  with- 
out any  direct  connection  with  the  outer  atmosphere,  there 
is  a  constant  current  of  air  towards  it  from  every  side  of 
the  apartment,  both  to  supply  the  draft  of  combustion 
within  the  fire-chamber,  and  to  seek  contact  with  the  outer 
surface  of  the  hot  plates,  and  then  pass  upward  in  a  heated 
and  consequently  more  rarified  condition.  This  current, 
which  is  not  at  all  impeded  by  the  ordinary  movable 
screens,  owing  to  their  being  open  below  and  at  the  sides, 
enters  the  apartment  at  the  bottom  of  the  doors  anfl  win- 
dows, and  through  the  chinks  and  openings  in  the  floor 
and  washboard,  passes  most  sti'ongly  close  along  the  floor, 
where  the  air  is  coldest  and  densest,  and  thus  comes  in 
direct  contact  with  the  feet  and  ankles  of  the  occu]3ants. 
This  effect  is  extremely  unpleasant,  at  the  same  time  that 
it  is  most  injurious  to  health.  Children-,  especially  in  the 
country,  often  enter  school  -svith  damp  feet,  and  exposure 
to  this  cold  current  of  air,  in  a  .state  of  inaction  for  hours 
together,  is  the  sure  but  unsuspected  cause  of  many  a 
severe  cold  and  hard  cough.  The  object,  therefore,  should 
be  to  prevent  this  chilling  and  unwholesome  draft,  and 
supercede  it  with  an  equal  supply  of  pure  wann  air,  so 
introduced  as  to  incommode  no  one,  and  cause  the  space 
in  the  immediate  vicinity  of  the  stove  to  be  as  comfortable 
and  eligible  as  any  other  part  of  the  room.  This  can 
readily  be  effected  in  the  following  simple  manner  : 

"A  circular  hole  is  cut  in  the  floor,  under  the  stove,  of 
from  eight  to  twelve  inches  in  diameter.  This  aperture  is 
then  connected  with  the  pui'e  outward  air,  by  means  of  a 
trunk  or  flue  in  the  cellar,  of  equal  size,  and  extending 
fi'om  it  to  one  of  the  openings  in  the  cellar  wall,  in  the 
manner  indicated  in  fhe  plate  accompanying. 

*'The  stove  is  then  placed  over  the  aperture,  and  a  close 
circular  tin  case  or  inclosui'e  is  put  all  around,  and  six  or 
eight  inches  from  the  stove,  and  flrmly  fastened  to  the 
floor.  This  case  is  to  extend  about  six  inches  above  the 
top  of  the  stove,  but  is  to  have  no  open  space  between  it 


86 


SCHOOL   ARCHITECTURE. 


and  the  floor: — in  ejffect  it  is  to  "be  an  enlarged  continuation 
of  tlie  trunk  or  flue  in  tlie  cellar. 

"The  kind  of  stove  most  suitable  for  this  purpose,  is 
what  is  known  as  the  'bar-room  stove;'  that  is,  one  of 
an  upright  conical  form — small  in  diameter,  so  as  to  occupy 
the  least  practicable  space  on  the  floor,  and  high,  so  as  to 
keep  the  upward  current  of  air  as  long  as  possible  within 
the  case,  and  in  contact  with  the  stove.  In  the  aperture 
beneath  the  stove,  a  sliding  grate  or  register  should  be 
inserted,  not  only  to  prevent  pieces  of  coal,  dust,  etc.  from 
falling  into  the  flue,  but  to  close  off  the  draft  entirely 
whenever  desirable.  The  tin  case  should  have  a  hinged 
and  latched  door,  at  least  two  feet  wide,  and  extending 
from  the  floor  to  the  top  of  the  stove-door,  to  admit  fuel 
and  afford  ready  access  to  the  ash-drawer ;  and  it  should 
be  so  fastened  to  the  floor  as  to  be  easily  removable,  with 
the  stove,  in  summer,  at  which  time  the  sliding  grate  or 
register  will  close  the  aperture,  and  thus  present  no  impedi- 
ment to  the  free  use  of  the  place  where  the  stove  stood. 


A— stove. 

B — Case  or  Screen,  fast  to  the  floor. 

C — Sinoke-pipe. 

B — Cold  air  pipe. 


E — Lower  valve  in  ventiduct. 
F — Upper  valve  in  ventiduct. 
G — Ejecting  ventilator. 


VENTILATION.  87 

"The  operation  of  this  simple  arrangement  can  be 
^-eadily  understood.  The  pure,  cold,  outer  air  rushes  into 
the  chamber  around  the  stove,  through  the  flue  in  the 
cellar,  to  fill  the  vacuum  caused  by  the  heating  and  rising 
of  the  air  previously  there.  This,  in  its  turn,  is  heated, 
rarefied  and  rises,  and  is  in  the  same  way  succeeded  by 
other  portions  of  outer  air.  A  constant  stream  of  heated 
air  into  the  room  is  thus  established  and  kept  up.  This 
pure  rarefied  air,  on  entering  the  apartment,  rises  at  once 
toward  the  ceiling,  and,  as  it  is  increased  in  quantity  by 
a  continued  supply,  gradually  fills  first  the  higher  and  then 
the  lower  portions  of  the  room,  until  it  entirely  expels, 
through  the  valve  at  the  floor,  and  any  other  openings  which 
may  exist,  the  dense  cold  air  previously  in  the  room.  But 
the  process  does  not  cease  when  the  whole  volume  of  the 
air  previously  in  the  room  is  excluded.  It  still  continues ; — 
the  newly  arrived  warmer  and  purer  air  always  taking  the 
highest  position  in  the  room,  and  forcing  out,  below,  the 
lower  and  colder  portion  of  that  already  introduced,  being 
also  that  which  it  is  most  desirable  to  get  rid  of,  for  the 
reason  that  it  has  become  the  most  impure  by  passing 
through  the  lungs  of  the  occupants  of  the  room. 

"  The  advantages  of  this  plan  are :  1.  The  close  and  high 
case  around  the  stove,  (which  should  always  be  of  tin, 
as  that  bright  white  metal  does  not  radiate  heat  like 
sheet-iron,)  effectually  protects  the  pupils  seated  near  the 
stove,  from  any  undue  degree  of  heat.  2.  It  cuts  ofl^  those 
chilling  and  injurious  currents  of  cold  air,  already  spoken 
of  along  the  floor  toward  the  stove.  3.  It  supplies  the 
draft  of  air  for  combustion  from  the  cold  outer  air,  and  not 
from  the  warm  air  in  the  room,  thus,  to  some  extent,  econ- 
omizing heat.  4.  It  introduces  a  constant  and  full  supply 
of  pure  air  from  without,  which  becomes  moderately  heated 
as  it  enters,  and  soon  renders  the  whole  room  comfortably 
warm  in  every  part. 

"  To  complete  this  arrangement,  and  render  it  perfectly 
effectual  and  healthful,  there  should  always  be  a  ventilating 
flue,  of  sufi&cient  capacity,  placed  at  the  furthest  possible 


88  SCHOOL    AKCHITECTURE. 

point  from  the  stove,  and  capped  with  a  proper  ejecting 
apparatus.  And  this  ventiduct  should  have  two  valves  or 
openings,  one  clpse  to  the  floor,  which  need  scarcely  ever 
be  closed,  and  the  other  close  to  the  ceiling,  so  arranged 
as  to  be  opened  and  closed  at  pleasure.  Through  the  lower 
valve,  the  cold,  dense,  and  often  impure  air  near  the  floor, 
will  be  forced  out  of  the  room  by  the  downward  pressure 
of  the  lighter  and  more  rarefied  air  above.  The  upper 
valve  is  to  be  used  when  the  room  becomes  too  warm  in 
winter,  or  for  general  ventilation  in  summer,  and  on  other 
proper  occasions.  It  should  always,  however,  be  kept 
closed  in  the  morning  while  the  fire  is  kindling,  and  until 
the  room  shall  have  become  thoroughly  warm.  If  kept 
open  during  this  time,  the  escape  of  the  warm  air  out  of  the 
upper  valve  will  be  nearly  equal  to  the  entry  of  warm  air 
around  the  stove,  and  therefore  little  progress  can  be  made 
in  heating  the  room. 

"An  additional  advantage  of  this  plan  consists  in  the 
fact  that  the  stove  may  be  placed  at  any  desirable  point  in 
the  room,  so  that  it  be  only  distant  from  the  ventilating 
flue.  This  arises  from  the  circumstance,  that  no  reliance 
whatever  is  placed  on  the  direct  radiation  of  heat  from  the 
stove,  for  the  heating  of  the  room.  The  process  being 
simply  that  of  the  diffusion  of  warm  air,  one  position  for 
the  stove  is  almost  as  effective  as  another ; — warm  air  as 
readily  cliffusing  itself  throughout  an  apartment  from  one 
point  as  from  any  other.  Hence  no  embarrassment  need 
grow  out  of  the  question  of  selecting  a  position  for  the 
stove. 

"  The  entire  cost  of  the  extra  work  and  fixtures  required 
for  this  arrangement,  and  which  the  ordinary  mechanics  of 
any  neighborhood  can  supply,  should  not  be  more  than 
thirty  dollars.  This  would  include  the  cold  air  shaft  in  the 
cellar,  which  may  be  of  rough  boards,  so  that  it  is  tight 
and  smooth  in  the  inside ;  the  register ;  and  the  tin  case. 
Neither  the  stove  nor  the  ventilating  flue  are  included ; — a 
stove  of  some  kind  there  must  be  in  every  School ;  and  no 
School  House,  no  matter  how  heated,  should  be  without 
the  ventilating  flue  and  valves." 


SCHOOL    FURNITUK»iL^>»i/rL.  89 


SCHOOL  FURNITURE. 

It  may  be  thought  by  some  that  any  remarks  on  this 
subject  by  the  State  Superintendent,  are  unnecessary — that 
any  one  of  common  sense  can  plan  and  construct  the  few 
articles  of  furniture  needed  in  a  School  Room. 

Common  sense,  it  is  true,  will  do  much,  but  common 
sense  aided  by  the  combined  experience  of  a  host  of  ob- 
serving Teachers,  and  the  recommendations  of  medical 
men  who  have  studied  the  subject  in  its  bearing  upon 
health,  will  do  a  vast  deal  more.  In  some  of  the  large 
Eastern  cities  there  are  establisliments  specially  devoted 
to  the  planning  and  construction  of  the  most  approved 
School  furniture. 

The  State  Superintendent  has  before  him  nearly  two 
hundred  handsomely  executed  plates  from  such  an  estab- 
lishment, sho^ving  the  improvements  experience  and  study 
have  made  in  this  style  of  furniture. 

Copies  of  some  of  these  plates,  showing  the  best  form  of 
desks,  seats,  etc.,  most  suitable  for,  or  most  likely  to  be 
adopted  in  California,  are  appended. 

The  cheapest  furniture  is  not  always  the  most  econom- 
ical. A  desk  of  rough  deal  boards  is  much  more  likely 
to  be  cut  and  defaced,  than  one  of  handsome  finish.  In 
support  of  this,  Mr.  Burrowes  mentions  a  School  that  had 
been  supplied  with  desks  and  seats  of  a  sufliciently  appro- 
priate form,  but  composed  of  roughly  put  together  and 
unpainted  pine  boards.  The  tops  of  the  desks  and  seats 
were  so  cut  with  knives,  furrowed  with  slate  pencils  and 
discolored  with  ink,  that  it  was  found  necessary  to  have 
them  planed  off  every  year,  and  to  renew  the  tops  at  the 
end  of  about  four  years,  in  order  to  keep  them  in  anything 
like  a  decent  state.  Improved  furniture,  properly  con- 
^ructed  and  handsomely  painted  and  varnished,  was  placed 
in  the  same  School ;  and  now,  at  the  end  of  five  years, 
there  is  not  a  scratch  or  mark  on  any  part  of  it,  except 
such  as  are  owing  to  the  unavoidable  wear  of  daily  usage. 
This  furniture,  in  the  first  instance,  cost  about  t^vice  as 


90  SCHOOL    ARCHITECTUKE. 

mucli  as  that  which  it  superceded ;  but  the  saving  already, 
in  the  item  of  repairs,  has  nearly  paid  the  ditferjence.  But 
while  neatness,  and  even  elegance,  are  highly  desirable,  a 
proper  construction  is  indispensable.  Who  does  not  re- 
member the  torments  he  endured  at  some  period  in  his 
early  youth  from  the  utter  unfitness  of  School  furniture — 
the  rough  seat  without  a  back — so  high  that  hig  feet  dan- 
gled in  the  air — the  desk  so  steep  that  he  had  to  hold  his 
slate  or  copy-book  with  one  hand,  while  he  wrote  upon  it 
with  the  other. 

Experience  has  done  away  with  all  such  barbarities,  and 
the  aim  now  is  to  make  the  youngster  as  comfortable  in 
the  School  House  as  by  the  fireside.  Three  hours  confine- 
ment in  the  same  position  is  hard  enough  upon  the  frame 
of  a  child,  even  when  the  utmost  care  is  taken  to  make  him 
easy.  How  can  he  study  with  advantage  when  his  atten- 
tion is  distracted  by  pain  and  lassitude,  occasioned  by  the 
improper  construction  of  his  seat  and  desk  ? 

Let  us  profit  by  our  own  early  experience,  and  give  the 
young  ones  the  benefit  of  it. 

Seats  and  Desks. — The  experience  of  all  well  conducted 
Schools  has  established:  1st.  That  every  pupil,  whether 
old  or  young,  should  have  a  desk  as  well  as  a  seat ;  2d. 
That  both  should  be  made  as  comfortable  and  as  well 
adapted  to  their  object  as  possible ;  3d.  That  the  seats  and 
desks  should  be  so  arranged  as  to  permit  each  pupil  to  pass 
to  and  from  his  own  without  disturbing  any  other  in  so 
doing;  and  4th.  That  the  more  neatly  and  substantially 
seats  and  desks  are  made  at  first,  the  longer  they  will  last, 
and  the  greater  will  be  the  saving  to  the  District  in  the 
end." 

The  seat,  in  the  first  place,  should  always  have  a  back. 
It  should  be  of  such  a  hight  that  the  feet  may  rest  firmly 
on  the  ground,  and  should  be  slightly  higher  before  than 
behind.  Hence,  all  the  seats  in  a  School  Room  should  not 
necessarily  be  of  the  same  hight,  but  allowance  should  be 
made  for  the  difi^erent  sizes  of  the  pupils.  A  seat  for  a 
child  of  twelve  years  of  age,  is  too  high  for  one  of  seven 
or  eight.         , 


RELATIVE    SIZES     OP    SEATS    AND    DESKS. 


91 


The  desk,  too,  should  be  of  such  a  hight  as  to  allow 
the  arms  to  rest  comfortably  upon  it  in  writing.  At  the 
same  time,  care  should  be  taken  that  it  be  not  so  low  as  to 
force  a  contraction  of  the  chest,  and  an  unnecessary  stoop- 
ing in  the  shoulders.  It  should  incline  gently  from  the 
rear  to  the  front,  with  hollow  spaces  on  top  for  pens,  pen- 
cils, etc.,  and  room  beneath  for  books,  slates  and  copy 
books. 

Relative  Sizes  of  Seats  and  Desks. — The  following 
table  is  said  to  show  pretty  accurately,  the  proportion  which 
should  exist  between  the  bights  of  seats  and  desks  for  the 
various  sizes  of  pupils ;  the  corresponding  width  and 
length  of  the  desks ;  and  the  proper,  distances  between 
desks  of  the  same  size  in  the  same  row,  so  as  to  admit  the 
chair  between  them. 


Hight  of  Seat. 


14 
16 


Hight  of 
front  of  Desk. 


TTidth  of  Desk. 


Length  of  Desk 
per  Pupil. 


Chair  space 
between  Desks 


10  inches.  21  inches.  12  inches.  17  inches.  20  inches. 
12   "    23   "    13   "    19   "    22   " 


27 


11 
15 


21 
22 


24 

26 


The  following  cuts  represent  some  of  the  most  approved 
patterns  for  desks  and  seats.     With  the  exception  of  l^o.  1, 


92 


SCHOOL    ARCHITECTUEE. 


they  are  taken  from  the  specimen  circular  of  Mr.  Ross, 
the  proprietor  of  an  extensive  depot  of  improved  School 
furniture  in  Boston  and  New  York.  Similar  articles  can 
be  manufactured  by  any  cabinet-maker,  or  skillful  carpen- 
ter, in  California. 

'No.  1  represents  a  seat  and  desk  for  two  pupils,  con- 
structed together.     This  may  be  made  at  very  small  cost. 

The  absence  of  front  supports  to  the  desks,  gives  the 
advantage  of  not  interfering  with  the  free  movement  of 
the  pupils'  legs.  The  cross-piece  connecting  the  legs  of 
the  seat  must,  of  course,  be  firmly  screwed,  or  clamped  to 
the  floor,  or,  better  still,  only  the  front  legs  of  the  seat 
may  be  fastened  securely  by  a  hinge,  thus  permitting  the 
whole  to  be  turned  back  when  sweeping  under,  or  beneath. 

The  desk  is  of  course  hollow,  and  open  in  front,  with 
two  compartments,  one  for  the  books,  slate,  etc.  of  each 
pupil. 


Ko  2  represents  Ross'  Primary  School  single  Desk  and 
Chair.  The  standard  of  the  chair  is  of  iron,  screwed  to 
the  floor,  or  it  may  be  made  of  the  hardest  wood  obtaina- 
ble. The  objection  to  the  ordinary  chair,  with  legs,  is 
that  it  can  be  moved  out  of  place  so  easily.  Even  it,  how- 
ever, especially  if  means  are  adopted  to  fix  the  legs  im- 
movably to  the  floor,  is  preferable  to  the  hard,  old-fash- 
ioned bench. 

The  desk  represented  in  the  cut,  is  also  intended  to  be 
screwed  to  the  floor. 


PATTERNS    FOR    DESKS    AND    SEATS.  93 

N?3 


Ko.  3  represents  Ross'  Primary  School  double  Desk'and 
Chairs. 


'No.  4  represents  Ross'  Intermediate  or  Grammar  School 
double  Desk  and  Chairs. 


N9  5 


94 


SCHOOL    ARCHITECTURE. 


'No.  5  represents  another  form  of  same. 
N?6 


No.  6  represents  Ross'  Intermediate  or  Grammar  School 
single  Desk  and  Chair. 
mi 


No.  7  represents  Ross'  Intermediate  or  Grammar  School 
double  Desk  and  Chairs,  adopted  in  the  E'ational  School 
of  IS'ew  York. 

N?8 


BLACK-BOARDS.  95 

"No.  8  represents  a  handsome  pattern  for  an  Intermediate 
or  Grammar  School  single  Desk  and  Chair.  All  the 
standards  represented  as  ornamented,  as  in  figures  7  and  8, 
are  of  iron,  and  are  firmly  clamped  to  the  floor. 

Some  hard  wood,  capable  of  a  .fine  finish,  may  be  sub- 
stituted for  iron.  Every  desk,  should  have  on  top,  a  place 
let  in  for  an  inkstand  or  welL 

This  will  prevent  the  annoyance,  arising  from  the  con- 
stant upsetting  of  the  movable  inkstand. 

There  should  also  be  a  concave  receptacle,  in  the  rear  of 
the  top,  for  pens,  peucils,  etc. 

A  convenient  variation  upon  the  ordinary  form  of  desk, 
is  a  perpendicular  slit,  the  width  of  and  parallel  to  the  back 
of  the  desk,  in  which  to  slide  the  slate  when  not  in  use. 
It  need  be  but  a  trifle  broader  than  the  frame  of  the  slate. 

Black-boards. — Xo  School  Room  is  complete  w^ithout 
the  black-board.  It  is  impossible  for  a  Teacher  to  impart 
his  knowledge  to  advantage  without  it,  and  the  greater  its 
extent  the  better. 

It  ought  to  be  put  up  all  around  the  room,  but  at  least, 
across  the  end  of  the  room  behind  the  Teacher's  platform. 

It  should  commence  about  two  feet  from  the  floor,  and 
extend  about  five  feet  up. 

It  is  usually  constructed  of  smoothly  shaven  plank, 
painted  black ;  but  many  improvements  have  been  made 
on  this. 

A  paper  surface  for  a  black-board,  may  be  cheaply  pre- 
pared, by  pasting  strong  wall-paper  smoothly  on  the  wall, 
then  sizing  it,  so  as  to  prevent  the  paint  from  sinking  into 
the  paper,  and  afterward  giving  it  a  couple  of  coats  of 
black  oil  paint,  with  a  small  mixture  of  emery  to  give  it  a 
grit  or  hold  on  the  crayon,  and  enough  varnish  to  cause  it 
to  dry  rapidly. 

In  the  preceding  remarks,  the  State  Superintendent  has 
adopted  many  of  the  suggestions,  and  otherwise  made  free 
use  of  the  excellent  work  of  Mr.  Burrowes  on  School 
Architecture — a  work  which  every  Board  of  Trustees 
should  by  all  means  consult,  before  they  undertake  to 
build  or  furnish  a  School  House. 


TEXT-BOOKS 


USED  IN  THE  PUBLIC  SCHOOLS. 


The  State  Superintendent  addressed  a  circular  to  all  the 
Teachers  and  a  number  of  intelligent  gentlemen  otherwise 
interested  in  the  cause  of  education  throughout  the  State, 
requesting  them  to  furnish  the  titles  of  such  text-books,  as, 
in  their  judgment,  were  best  adapted  to  facilitate  the  ac- 
quisition of  useful  knowledge  by  the  children  of  the  State. 
In  reply,  he  received  a  large  number  of  communications. 
The  recommendations  were  almost  as  numerous  and  as 
varied  as  the  text-books  themselves.  Upon  the  excellence 
of  certain  works,  however,  a  majority  seemed  to  concur. 

The  result  shows  a  most  lamentable  want  of  uniformity 
in  the  books  used  in  our  Public  Schools,  and  proves, 
moreover,  that  many  Teachers  are  wasting  their  time  in 
endeavoring  to  impart  knowledge  from  books,  either  obso- 
lete or  entirely  behind  the  age.  Some  of  the  Teachers 
would  seem  to  favor  certain  text-books,  because  they  them- 
selves had  studied  them,  ten,  fifteen  or  twenty  years  ago. 
They  have,  apparently,  had  no  opportunity  to  examine  the 
vast  improvements  that  have  been  made  within  the  last 
five  years.  These  improvements  have  wrought  as  great  a 
change  in  the  labor  of  teaching,  as  the  cotton  gin,  or  the 
spinning  jenny,  in  manufactures;  and  it  would  be  about 
as  wise,  for  the  modern  Teacher  to  disregard  or  reject  the 
former,  as  for  the  planter  to  return  to  hand  picking,  or  the 
manufacturer  to  the  primitive  spinning-wheel. 

The  State  Superintendent  has  collated  the  recommenda- 
tions he  has  received — has  examined  and  compared  all 


TEXT-BOOKS.  97 

the  editions  of  School  Books  he  could  obtain,  which  in- 
clude most  of  those  recommended,  and  all  to  be  found 
in  the  State  —  and,  as  the  result  of  his  investigations,  re- 
commends for  use  in  the  Public  Schools,  the  following 
list  of 

TEXT-BOOKS. 

Orthography.  —  Sargent's  School  Charts;  Sargent's 
Smaller  Primer;  Sargent's  Smaller  Speller. 

Reading. —  Sargent's  Standard  Eeaders — five  books. 
They  are  by  far  the  best  published. 

Writing. — Knapp  and  Rightmyer's  Original  Primary 
Copy-Books,  in  seventeen  numbers. 

GrEOGRAPHY. —  Coltou's  Geographical  Charts;  Cornell's 
Primary,  for  beginners;  "Warren's  Intermediate,  for  ad- 
vanced pupils;  Warren's  Physical,  for  Grammar  and  High 
Schools. — They  contain  the  requisite  maps,  and  are  great 
improvements. — Mitchell's  Ancient  Geography. 

Grammar. —  Greene's  Introduction ;  Greene's  Elements ; 
Greene's  Analysis,  for  beginners,  for  moderately  advanced, 
and  advanced  pupils,  respectively. 

Arithmetic. —  Thomson's  Mental;  Thomson's  Slate  and 
Black-board  Exercises;  Colburn's  Intellectual;  Thom- 
son's Practical;  Thomson's  Higher. 

History. — Lossing's  Primary  United  States;  Lossing's 
Pictorial  History  of  the  United  States — excellent  works, 
handsomely  printed  and  illustrated.  Parley's  Common 
School  History. 

Chemistry. — Porter's — ^by  far  the  best. 

Natural  Philosophy. — Parker's  First  Lessons;  Parker's 
Revised  Edition,  for  advanced  pupils — unhesitatingly  re- 
commended. 

Astronomy. — ^lattison's  Primary  Astronomy;  Matti- 
son's  High  School  Astronomy. 

Physiology. — Hooker's. 

Botany. — Green's  and  Congdon's,  for  beginners. 

Book-keeping. — Marsh's. 

Drawing. — Otis'  Lessons. 
12 


98  TEXT-BOOKS. 

Algebra. — ^Davies'  Elements  for  Beginners;  Davies' 
Bourdon,  for  advanced  pupils. 

Geometry. — Davies'  Legendre. 

Mathematics. — Davies'  Plain  and  Spherical  Trigonome- 
try; Davies'  Mensuration;  Davies'  Surveying.    . 

Geology. — Ilitclicock's  or  Loomis'. 

[Natural  History. — Smellie's  Philosophy  of  ^N'atural 
History. 

Latin  Language. — Andrews  &  Stoddard's  Latin  Gram- 
mar; Andrews' Latin  Lessons;  Andrews' Latin  Exercises i 
Andrews'  Latin  Reader ;  Arnold's  First  and  Second  Books ; 
Arnold's  Latin  Prose  Composition. 

It  is  not,  of  course,  expected  that  all  these  branches  can 
be  taught  in  our  Public  Schools.  In  those  most  advanced, 
however,  some  one  or  more  of  the  higher  studies  may  be 
pursued,  and  hence  the  best  text-book  for  each  is  recom- 
mended. 

COURSE     OF     STUDY. 

For  the  benefit  of  Teachers  throughout  the  State,  the 
course  of  study  pursued  in  the  San  Francisco  Schools  is 
here  given. 

These  Schools  have  reached  a  high  state  of  efficiency. 
Their  course  of  study  is  the  result  of  many  years'  experi- 
ence, and  is  sanctioned  by  many  of  the  most  accomplished 
Teachers  in  the  country. 

It  commends  itself,  therefore,  as  of  more  than  ordinary 
authority. 

PRIMARY   DEPARTMENT. 

Third  Class. — Reading  and  spelling — use  Sargent's  small  Primer, 
with  Sargent's  School  Charts.  Lessons  in  counting,  with  the  Abacus. 
Familiar  conversation  about  objects  placed  before  the  class. 

Second  Class. — Reading  and  spelling — use  Sargent's  Standard 
First  Reader,  with  School  Charts.  Addition  tables,  with  the  Abacus. 
Object  teaching  continued. 

First  Class. — Reading  and  spelling — use  Sargent's  First  Reader, 
and  commence  Sargent's  Second  Reader,  Addition  and  multiplica- 
tion tables,  with  the  Abacus — use  Emerson's  Arithmetic,  first  part. 
Object  teaching  continued,  with  lessons  upon  Geographical  Charts. 


COURSE    OF    STUDY.  99 

General  Exercises — Singing  and  Calisthenics  before  or  after  each 
recess,  or  both.  Conversations  upon  common  things,  especially 
directed  to  the  development  of  thought.  Exercises  in  drawing, 
printing  letters,  &c.,  upon  the  black-board  and  slates. 

Especial  care  is  to  be  taken  in  correcting  pronunciation  and  con- 
versation. 

intermediate  department. 
Third  Class — 

Reading. — Use  Sargent's  Second  Reader. 

Spelling. — Use  Sargent's  Smaller  Speller. 

Arithmetic. — Use  Thomson's  Mental,  (oral.) 
Second  Class — 

Reading. — Use  Sargent's  Second  Reader. 

Spelling. — Use  Sargent's  Smaller  Speller. 

ArifJimetic, — Commence  Colburn's  First  Part,  and  complete 
Thomson's  Mental  Arithmetic. 

First  Class — 

Reading. — Sargent's  Third  Reader,  (bqgun.) 

Spelling. — Sargent's  Standard  Speller,  (begun.) 

Arithmetic.  —  Complete  Colburn's  First  Part,  with  Thomson's 
Slate  and  Black-board  Exercises. 

Geography. — Cornell's  Primary  completed,  with  Outline  Maps  and 
3Iap  Drawings. 

Grammar. — Grreene's  Introductory,  part  first. 

History. — Parley's  United  States. 

The  last  two  studies  to  be  taught  the  first  class  in  Arithmetic. 
Instruction  in  History  to  be  by  conversation  with  the  class  upon  the 
text  read. 

General  Exercises. — Singing  and  Calisthenics  at  least  twice  each 
morning  and  afternoon  session.  Conversations  upon  familiar  science. 
Concert  exercises  in  vocal  elements  and  the  tables,  with  drawing 
lessons  and  exercises  upon  the  black-board. 

Writing. — Fulton  &  Eastman's  System  of  Movements,  &:c.,  with 
Nos.  1,  2,  3  and  4  of  Payson  &  Dunton's. 


grammar  department. 
Third  Class — 

Reading. — Sargent's  Third  Reader  completed. 
Spelling. — Sargent's  Standard  Speller  commenced. 
Arithmetic. — Colburn's  Intellectual  to  69th  page,  with  Thomson's 
Practical  commenced. 

Geography. — Cornell's  Intermediate  commenced. 
Grammar. — Greene's  Intermediate,  second  part,  completed. 
12* 


100  TEXT-BOdKS. 

Second  Class — 

Reading. — Sargent's  Fourth  Reader  commenced. 

Spelling. — Sargent's  Standard  Speller  continued. 

Arithmetic.  —  Colburn's  Intellectual  reviewed,  with  Thomson's 
Practical  to  Interest. 

Geography. — Cornell's  Intermediate  continued. 

Grammar. — Greene's  Elements  commenced. 

History. — Goodrich's  United  States,  to  the  Revolution. 

First  Class — 

Reading. — Sargent's  Fourth  Reader  completed. 

Spelling. — Sargent's  Standard  Speller. 

Arithmetic.  —  Colburn's  Intellectual  completed,  and  Thomson's 
Practical  completed. 

Geography. — Cornell's  Intermediate  completed. 

Grammar. — Greene's  Elements  completed. 

History. — Goodrich's  United  States  completed. 

English  composition  for  jfirst  class  in  Grammar,  three  times  each 
week. 

Writing. — Fulton  &  Eastman's  System,  with  Nos.  5,  6,  7,  8  and 
9,  of  Payson  &  Dunton's. 

Book-keeping. — Elementary  principles  in  connection  with  writing. 

Drawing. — For  all,  two  lessons  each  week. 

Vocal  3fusic. — For  all,  two  lessons  each  week. 

Declamation. — On  Fridays — optional  with  the  Teacher. 

General  Exercises. — Moral  lessons — (use  Cowdry's  Moral  Lessons 
as  a  text-book  for  the  Teacher.)  Singing,  Lectures  on  Natural  Sci- 
ence, the  Mechanic  Arts,  &c.,  to  occupy  at  least  one-quarter  of  an 
hour  each  day.     Singing,  twice  each  day. 

MANNER   OF    CONDUCTING    RECITATIONS. 

/  In  liis  Common  School  Journal,  vol.  ix,  Horace  Mann 
alludes  to  several  very  objectionable  methods  of  conducting 
recitations,  then  much  in  vogue,  and  after  pointing  out 
their  defects,  recommends  the  following  as  the  latest,  and 
altogether  the  best  method  yet  discovered. 

"It  is,  to  ask  the  question  generally,  to  the  whole  class, 
without  giving  the  slightest  indication,  either  by  look,  ges- 
ture, or  position,  who  will  be  called  upon  to  answer ;  or  on 
what  portion  of  the  class  the  duty  of  answering  will  fall. 
This  idea  is  very  important.    If  the  Teacher,  by  position  or 


COXDUCTIXG    A    RECITATION.  101 

motion,  gives  any  clue  either  as  to  the  person  or  the  neigh- 
borhood where  his  question  will  ultimately  be  fastened ;  or 
if,  from  day  to  day,  or  from  lesson  to  lesson,  he  has  an 
order  of  proceeding  which  may  be  discovered,  he  fails  to 
comply  with  one  of  the  essential  conditions  of  this  method, 
and  defeats  the  plans  he  should  practice.  So,  too,  if  the 
scholars  adopt  the  belief  that  they  can  recognize  a  fixed 
rule  lying  underneath  varying  circumstances,  they  will  soon 
begin  to  practice  the  art  of  divination.  What  we  insist 
upon  is,  that,  after  a  question  is  put,  and  until  the  indi- 
vidual is  named  whose  duty  it  is  to  announce  the  answer, 
it  should  ba  as  uncertain  who  that  individual  will  be,  as  it 
is  during  a  thunder  shower  where  the  lightning  will  strike 
the  next  time.  In  the  former  case,  as  in  the  latter,  abso- 
lute uncertainty  should  reign  over  the  event,  until  it  comes ; 
and  when  it  comes,  Franklin  himself  should  not  be  able  to 
invent  a  conductor  that  will  turn  it  aside. 

''  After  the  question  is  propounded,  let  a  sufficient  time 
elapse,  in  entire  silence  and  without  motion,  for  each  pupil 
in  the  class,  or  for  all  the  pupils  of  ordinary  intellect  in 
the  class,  to  prepare  mentally  the  answer  which  he  would 
give  should  it  be  his  fortune  to  be  called  upon.  Xo  show 
of  hands  or  other  signal  should  be  allowed,  save  that  signal 
which  no  mortal  power  can  suppress — the  illumination  of 
the  countenance,  when  a  new  truth,  like  a  new  sun,  is 
created  in  the  soul.  The  Teacher  must  exercise  his  discre- 
tion as  to  the  proper  time  for  waiting.  He  must  be  gov- 
erned by  a  rule  made  up  of  two  elements, — the  difficulty 
of  the  question  and  the  capacity  of  the  class.  A  proper 
time  having  passed,  let  the  hitherto  unknown  pupil,  who 
is  to  announce  the  answer,  be  now  made  known.  K  the 
answer  be  correct,  another  question  will  follow.  But,  if 
the  answer  should  be  incorrect,  or  if  the  one  called  upon 
should  make  no  reply,  let  another  be  named.  Here  is  no 
occasion  for  waitins:  aijain.  Should  an  erroneous  answer, 
or  no  answer  be  received  from  the  second,  let  a  third  be 
called  upon.  Should  the  third  fail,  perhaps  this  will  be  as 
far  as  it  will  be  expedient  to  proceed  in  this  method.     Let 


102  TEXT-BOOKS. 

the  question  be  then  thrown  open  to  the  whole  class ;  and, 
if  it  has  been  framed  with  judgment,  some  one  in  the 
class,  in  forty-nine  cases  oat  of  fifty,  will  be  able  to  answer 
it.  Should  it  often  happen  that  no  one  in  the  class  is  able 
to  answer  the  question  put,  it  will  prove  the  Teacher  to 
have  been  in  fault ;  for  it  will  show  that  he  has  misappre- 
hended the  capacity  of  the  class.  Another  question  will 
then  be  given,  and  so  on  until  the  recitation  is  finished. 

"^ow,  is  it  not  clear  that  the  method  last  described  tends 
to  secure,  and,  if  conducted  with  ordinary  skill,  will  secure 
the  attention  of  the  whole  class  ?  Each  mind  will  act  upon 
each  question.  In  a  class  of  twenty,  twenty  minds  will  be 
at  work.  But  according  to  the  method  first  described,  the 
intent,  unwavering  attention  of  not  more  than  one  in  a 
class  of  twenty  can  be  relied  on.  As  a  mere  means  of 
acquisition,  then,  to  say  nothing  of  intellectual  habits, 
the  latter  method  is  nineteen  times  better  than  the  former. 
"We  verily  believe  that,  if  a  change  only  in  this  one  imrticular 
could  be  introduced  into  all  the  schools,  it  would  foTth- 
with  give  them  four-fold  efficiency,  as  a  means  of  improve- 
ment. 

"  The  above  views  do  not  apply  with  equal  force  to  all 
studies.  There  are  some  branches,  where  other  means  of 
securing  the  action  of  each  mind  may  be  resorted  to.  In 
arithmetic,  for  instance,  different  questions  may  be  assigned 
to  different  members  of  the  class,  to  be  wrought  out  simul- 
taneously. But  we  need  not  go  into  detail.  Every  com- 
petent Teacher,  in  applying  a  general  rule  to  a  variety  or 
a  diversity  of  circumstances,  will  be  able  to  make  the 
proper  allowances  and  modifications." 


C^  ^  y 


/v^ 


2n)0ugl}t-0priugs^ 


It  is  made  the  duty  of  the  Superintendent  of  Public  In- 
struction, ^'by  ail  proper  means  in  his  power,  to  dissemi- 
nate intelligence  among  the  people  in  relation  to  the 
method  and  value  of  education."  As  one  means,  he  has, 
after  careful  study,  culled  from  the  voluminous  writings  of 
distinguished  friends  of  learning,  and  earnest  advocates  of 
the  system  of  Public  Schools,  the  following  forcible,  apt 
and  oftentimes  eloquent  extracts.  All  School  Officers  in 
California,  Teachers  and  parents,  are  earnestly  solicited,  not 
simply  to  read,  but  to  ponder  them.  They  are  eminently 
suggestive — in  very  truth,  ''  Springs  of  Thought."  They 
come  with  high  authority,  and  if  allowed  their  due  weight, 
must  produce  profitable  results.  The  State  Superintend- 
ent would  particularly  recommend,  to  those  in  charge  of 
the  youth  of  California,  a  careful  study  of  the  excellent 
work  of  Prof.  Ira  Mayhew  on  Popular  Education,  and  the 
able  writings  of  Horace  Mann.  Their  excellence,  may  be 
inferred  from  the  many  valuable  suggestions  and  noble  ^  ,  i 
sentiments  extracted  from  them.  ^^  tiiT' 

J 

A  Sentiment  for  School  Trustees. — '•  I  promised  God  that  I  would  look 
upon  every  Prussian  peasant  child  as  a  being  who  could  complain  of  me  be- 
fore God,  if  I  did  not  provide  for  him  the  best  education,  as  a  man  and  a 
Christian,  which   it  was  possible  for  me  to  provide." — School-Counsellor 

DiNTER. 


Obligation  of  Parents  to  Society. — '•  A  parent  who  sends  his  son  into  the 
world  uneducated,  does  a  great  injury  to  mankind  as  well  as  to  his  own 
family,  for  he  defrauds  the  community  of  a  useful  citizen,  and  bequeathes  to  it 
a  nuisance." — Kent. 


A  Forcible  Truth  Forcibly  Put. — "  The  mobs,  the  riots,  the  burnings,  the 


104  THOUGHT-SPRINGS. 

lynchings  perpetrated  bj  the  men  of  the  present  day,  are  perpetrated  because 
of  their  vicious  or  defective  education  when  children.  We  see  and  feel  the 
havoc  and  the  ravage  of  their  tiger  passions  now,  when  they  are  full  grown, 
but  it  was  years  ago  when  they  were  whelped  and  suckled." — Kekt. 


"  The  right  to  Hang  includes  the  right  to  Educate." — Macaulay. 


Oblig-ation  to  Educate  the  Poor. — "Wherever  there  are  poor  who  want 
to  be  maintained  by  charity,  there  must  be  poor  children  who,  besides  this, 
want  to  be  educated  by  charity ;  and  whenever  there  began  to  be  need  of  legal 
provisions  for  the  maintenance  of  the  poor,  there  must  immediately  have  been 
need  also  of  some  particular  legal  provision  in  behalf  of  poor  children  for 
their  education^  this  not  being  included  in  what  we  call  their  maintenance." — 
Bishop  Butler. 


Striking  Thought. — "  If  poor  children  are  not  trained  up  in  the  way  they 
should  go,  they  will  certainly  be  trained  up  in  the  way  they  should  not  go, 
and,  in  all  probability,  will  persevere  in  it,  and  become  miserable  themselves 
and  mischievous  to  society,  which,  in  event,  is  worse,  upon  account  of  both, 
than  if  they  had  been  exposed  to  perish  in  their  infancy." — Bishop  Butler. 


Elevate  the  Masses. — "  The  plan  of  this  nation  Avas  not,  and  is  not,  to  see 
how  many  individuals  we  can  raise  up,  who  shall  be  distinguished,  but  to  see 
how  high,  by  Free  Schools  and  Free  Institutions,  we  can  raise  the  great  mass 
of  population." — Rev.  John  Todd. 


Education  of  a  Threefold  Character. — "  Education  is  the  proper  training 
of  the  whole  man — the  thorough  and  symmetrical  cultivation  of  all  his  noble 
faculties.  If  he  were  endowed  with  a  mere  physical  nature  he  would  need — 
he  would  receive — none  but  a  physical  training.  On  the  other  hand,  if  he 
were  a  purely  intellectual  being,  intellectual  culture  would  comprehend  all 
that  could  be  included  in  a  perfect  education.  And  were  it  possible  for  a 
moral  being  to  exist  without  either  body  or  intellect,  there  would  be  nothing 
but  the  heart  or  affections  to  educate.  But  man  is  a  complex  and  not  a  sim- 
ple being.  He  is  neither  all  body,  nor  all  mind^^nor  all  heart.  In  popular 
language,  he  has  three  natures,  a  corporeal,  a  rational  and  a  moral.  These 
three,  mysteriously  united,  are  essential  to  constitute  a  perfect  man;  and  as 
they  all  begin  to  expand  in  very  early  childhood,  the  province  of  education  is 
to  watch  and  assist,  and  shape  the  development ;  to  train  and  strengthen,  and 
discipline  neither  of  them  alone,  but  each  according  to  its  intrinsic  and  rela- 
tive importance." — Dr.  Humphrey. 


THOrGHT-SPRINGS.  105 

Value  of  Physiological  Knowledge. — "  Every  person  should  be  acquainted 
with  the  organization,  structure  and  functions  of  his  own  body — the  house  in 
which  he  lives  :  he  should  know  the  conditions  of  health,  and  the  causes  of 
the  numerous  diseases  that  flesh  is  heir  to,  in  order  to  avoid  them,  prolong 
his  life  and  multiply  his  means  of  usefulness.  If  these  things  are  not  other- 
wise learned,  they  should  be  taught — the  elements  of  them,  at  least, — in  our 
Primary  Schools." — Dr.  Combe. 


In  what  Education  Consists. — "Education  should  have  for  its  aim  the 
development  and  greatest  possible  perfection  of  the  whole  nature  of  man ;  his 
moral,  intellectual  and  physical  nature.  My  beau-ideal  of  human  nature 
would  be  a  being  whose  intellectual  faculties  were  active  and  enlightened ; 
whose  moral  sentiments  were  dignified  and  firm ;  whose  physical  formation 
was  healthy  and  beautiful :  whoever  falls  short  of  this  in  one  particular,  be 
it  in  but  the  least — beauty  and  vigor  of  body — falls  short  of  the  standard  of 
perfection." — Dr.  Howe. 


Mental  and  Physical  Training. — "  Man  possesses  a  material  and  an  im- 
material part,  mutually  dependent  on  each  other.  These  are  so  intimately 
connected,  and  sustain  such  a  reciprocal  relation  to  each  other  that  neither 
can  be  neglected  without  detriment  to  both.  The  body  continually  modifies 
the  state  of  the  mind,  and  the  mind  ever  varies  the  condition  of  the  body. 
Mental  and  physical  training  should  then  go  together.  That  system  of  in- 
struction which  relates  exclusively  to  either  is  a  partial  system,  and  its  fate 
must  be  that  of  a  house  divided  against  itself.  Education  has  reference  to 
tfie  whole  man.  It  seeks  to  make  him  a  complete  creature  after  his  kind, 
giving  to  both  mind  and  body  all  the  beauty  and  all  the  perfection  of  which 
they  are  capable." — Prof.  Mayhew. 


Mere  Cultivation  of  Intellect  not  Sufficient. — '-Numerous  have  been  the 
instances  illustrative  of  the  fact,  that  the  greatest  scourges  of  our  race  are 
men  of  gigantic  cultivated  intellect.  Where  knowledge  but  qualifies  its  pos- 
sessor for  inflicting  misery,  ignorance  would  indeed  be  bliss.'' — Prof.  Mayhew. 


Same  Thought. — -  Most  men  leave  out,  or  regard  as  of  very  little  impor- 
tance, some  of  the  essential  elements  of  a  good  education.  They  seem  to  for- 
get that  the  child  has  a  conscience  and  a  heart  to  be  educated  as  well  as  an 
intellect.  If  they  do  not  lay  too  much  stress  on  mental  culture,  which,  indeed, 
is  hardly  possible,  they  lay  by  far  too  little  upon  that  which  is  moral  and  reli- 
gious. They  expect  to  elevate  the  child  to  his  proper  station  in  society — to 
make  him  wise  and  happy — an  honest  man — a  virtuous  citizen  and  a  good 
patriot,  by  furnishing  him  with  a  comfortable  School  House,  suitable  class 


106  THOUGHT-SPRINGS. 

books,  competent  Teachers,  and,  if  he  is  poor,  paying  his  quarter  bills,  while 
they  greatly  underrate,  if  they  do  not  entirely  overlook,  that  high  moral  train- 
ing, without  which  knowledge  is  the  power  of  doing  evil  rather  than  good. 
It  may  possibly  nurture  up  a  race  of  intellectual  giants,  but  like  the  sons  of 
Anak,  they  will  be  far  readier  to  trample  down  the  Lord's  heritage  than  to 
protect  and  cultivate  it." — Dr.  Humphkey. 


Cultivate  the  Moral  Nature. — "Keeping  all  the  while  in  view  the  object 
of  popular  education,  the  fitting  of  the  people,  by  moral  as  well  as  intellectual 
discipline,  for  self-government,  no  one  can  doubt  that  any  system  of  instruc- 
tion which  overlooks  the  training  and  improving  of  the  moral  faculties,  must 
be  wretchedly  and  fatally  defective.  So  far  from  crime  and  mere  intellectual 
cultivation  being  dissociated  in  history  and  statistics,  we  find  them,  unhap- 
pily, old  acquaintances  and  tried  friends.  To  neglect  the  moral  powers  in  edu- 
cation is  to  educate  not  quite  half  the  man.  To  cultivate  the  intellect  only  is  to 
unhinge  the  mind  and  destroy  the  balance  of  the  mental  powers ;  it  is  to  light 
up  a  recess,  only  the  better  to  see  how  dark  it  is.  And  if  this  is  all  that  is  done 
in  popular  education,  then  nothing,  literally  nothing,  is  done  toward 
establishing  popular  virtue,  and  forming  a  moral  people." — Hon.  Daniel  D. 
Barnard. 


Children  must  be  Trained  Somewhere. — '^  Let  it  be  borne  in  mind,  that  all 
the  children  in  every  community  will  be  educated  somewhere  and  somehow  ; 
and  that  it  devolves  upon  citizens  and  parents  to  determine  whether  the  chil- 
dren of  the  present  generation  shall  receive  their  training  in  the  School  House, 
or  in  the  streets ;  and  if  in  the  former,  whether  in  good  or  poor  Schools." — • 
Prof.  Mayhew. 


Education  Dissipates  the  Evils  of  Ignorance. — ''Ignorance  is  one  prin- 
cipal cause  of  the  want  of  virtue,  and  of  the  immoralities  Avhich  abound  in 
the  world.  Were  we  to  take  a  survey  of  the  moral  state  of  the  world,  as 
delineated  in  the  history  of  nations,  or  as  depicted  by  modern  voyagers  and 
travellers,  we  should  find,  in  almost  every  instance,  that  ignorance  of  the 
character  of  the  true  God,  and  false  conceptions  of  the  nature  of  the  worship 
and  service  he  requires,  have  led,  not  only  to  the  most  obscene  practices  and 
immoral  abominations,  but  to  the  perpetration  of  the  most  horrid  cruelties." 
Dr.  Dick. 


Education  Increases  the  Productiveness  of  Labor. — "  Education  has  a 
power  of  ministering  to  our  personal  and  material  wants  beyond  all  other 
agencies,  whether  excellence  of  climate,  spontaneity  of  production,  mineral 
resources,  or  mines  of  silver  and  gold.  Every  wise  parent — every  wise  com- 
munity, desiring  the  prosperity  of  its  children,  even  in  the  most  worldly  sense, 
will  spare  no  pains  in  giving  them  a  generous  education." — Horace  Mann. 


THOUaHT-SPRINGS.  107 

Money  Value  of  Intelligence. — •'  la  proportion  as  man's  intelligence 
increases,  is  his  labor  more  valuable.  A  small  compensation  is  the  reward 
of  mere  physical  power,  while  skill,  combined  with  a  moderate  amount 
of  strength,  commands  high  wages.  The  labor  of  an  ignorant  man  is  scarcely 
more  valuable  than  the  same  amount  of  brute  force  ;  but  the  services  of  an 
intelligent,  skillful  person  are  a  hundred  fold  more  productive." — Prop, 
Mayhew. 


The  Superiority  of  the  Educated. — •'  The  hand  is  found  to  be  another 
hand,  when  guided  b}'  an  intelligent  mind.  Individuals,  who,  without  the  aid 
of  knowledge,  would  have  been  condemned  to  perpetual  inferiority  of  condi- 
tion, and  subjected  to  all  the  evils  of  want  and  poverty,  rise  to  competence 
and  independence  by  the  uplifting  power  of  education.  In  great  establish- 
ments, and  among  large  bodies  of  laboring  men,  where  all  services  are  rated 
according  to  their  pecuniary  value — where  there  are  no  extrinsic  circumstances 
to  bind  a  man  down  to  a  fixed  position,  after  he  has  shown  a  capacity  to  rise 
above  it — where,  indeed,  men  pass  by  each  other,  ascending  or  descending  in 
their  grades  of  labor,  just  as  easily  and  certainly  as  particles  of  water  of  dif- 
ferent degrees  of  temperature  glide  by  each  other — under  such  circumstances 
it  is  found,  as  an  almost  invariable  fact,  other  things  being  equal,  that  those 
who  have  been  blessed  with  a  good  common  school  education,  rise  to  a  higher 
and  a  higher  point  in  the  kinds  of  labor  performed,  and  also  in  the  rate  of 
wages  received,  while  the  ignorant  sink  like  dregs,  and  are  always  found 
at   the   bottom." — Prof.  Mayhew. 


It  is  the  Interest  of  Property  to  Educate  All. — ''  Property  is  deeply 
interested  in  the  education  of  all.  There  is  no  farm,  no  bank,  no  mill,  no 
shop — unless  it  be  a  grog-shop — ^which  is  not  more  valuable  and  more  profita- 
ble to  its  owner  if  located  among  a  well  educated,  than  if  surrounded  by  an 
ignorant  population.  Simply  as  a  matter  of  interest,  ice  hold  it  to  be  the  duty  of 
Property  to  itself  to  provide  Education  for  All." — Horace  Greeley. 


Education  the  Parent  of  Material  Riches. — "  A  mass  of  facts,  col- 
lected by  Horace  Mann  from  the  most  authentic  sources,  seem  to  prove  incon- 
testably  that  education  is  not  only  a  moral  renovator,  and  a  multiplier  of 
intellectual  power,  but  that  it  is  also  the  most  prolific  parent  of  materia^ 
riches.  It  has  a  right,  therefore,  not  only  to  be  included  in  the  grand  inven- 
tory of  a  nation's  resources,  but  to  be  placed  at  the  very  head  of  that  inventory. 
It  is  not  only  the  most  honest  and  honorable,  but  the  surest  means  of  amass- 
ing property.  Considering  education,  then,  as  a  producer  of  wealth,  it  fol- 
lows that  the  more  educated  a  people  are,  the  more  will  they  abound  in  all 
those  conveniences,  comforts  and  satisfactions,  which  money  will  buy ;  and 
other  things  being  equal,  the  increase  of  competency  and  the  decline  of  pauperism 
will  be  raeasurable  on  this  scale." — Prof.  Mayhew. 


108  THOUGHT-SPRINGS. 

Education  Diminishes  Pauperism  and  Crime. — "  Education  is  to  be 
regarded  as  one  of  the  most  important  means  of  eradicating  the  germs  of 
pauperism  from  the  rising  generation,  and  of  securing,  in  the  minds  and  in 
the  morals  of  the  people,  the  best  protection  for  the  institutions  of  society. ^^ — 
English  Report  to  Home  Department. 


Striking  Results. — "  The  different  countries  of  the  world,  if  arranged 
according  to  the  state  of  education  in  them,  will  be  found  to  be  arranged 
also  according  to  wealth,  morals  and  general  happiness  ;  at  the  same  time, 
the  condition  of  the  people,  and  the  extent  op  crime  and  violence 
among  them  follow  a  like  order." — National  Education,  by  Fred.  Hill. 


Education  the  best  Insurance  to  Property. — "  For  those  who  pos- 
sess the  greatest  share  in  the  stock  of  worldly  goods,  the  most  effectual  way 
of  making  insurance  on  their  property,  would  be  to  contribute  from  it  enough 
to  sustain  an  efficient  system  of  Common  School  education — thereby  edu- 
cating the  whole  mass  of  mind,  and  constituting  it  a  police  more  effective  than 
peace  officers  or  prisons. 

If  then,  poverty  is  at  once  a  cause  and  an  effect  of  crime,  as  is  stated  by  a 
late  writer,  who  has  made  an  extended  survey  of  the  relative  state  of  instruc- 
tion and  social  welfare  in  the  leading  nations  of  the  world,  it  is  directly  in- 
ferable that  education  will,  and  from  the  nature  of  the  case,  must  act  in  a 
compound  ratio  in  diminishing  both  pauperism  and  crime." — Prof.  Mayhew. 


Political  Necessity  of  National  Education. — "  In  proportion  as  pub- 
lic opinion  gives  force  to  the  structure  of  a  government,  it  is  essential  that  pub- 
lic opinion  should  be  enlightened." — Washington. 

"  I  do  not  hesitate  to  affirm,  not  only  that  a  knowledge  of  the  true  princi- 
ples of  government  is  important  and  useful  to  Americans,  but  that  it  is  abso- 
lutely indispensable  to  carry  on  the  government  of  their  choice,  and  to  transmit 
it  to  their  posterity." — Judge  Story. 

"  The  stability  of  this  government  requires  that  universal  education  should 
precede  universal  suffrage." — Mayhew. 


Some  kind  of  Religious  Instruction  a  Necessity. — "  Till  men  can 
be  taught  to  live  and  be  healthy  and  strong  without  food ;  till  some  way  is 
discovered  in  which  the  social  state  can  be  perpetuated  and  made  happy  with 
a  total  separation  of  the  sexes  ;  till  the  time  arrives  when  these  things  can  be 
done,  we  cannot  expect  to  relieve  the  human  mind  from  having  some  kind  of 
religious  faith.  This  being  the  fact,  a  system  of  education  which  excludes 
attention  from  this  part  of  the  mental  constitution  is  as  essentially  incomplete 


THOUGHT-SPRINGS.  109 

as  a  system  of  military  tactics  that  has  no  reference  to  fighting  battles ;  a 
system  of  mechanics  which  teaches  nothing  respecting  machinery;  a  system 
of  agriculture  that  has  nothing  to  do  with  planting  and  harvesting ;  a  system 
of  astronomy  which  never  alludes  to  the  stars ;  a  system  of  politics  which 
gives  no  intimation  on  government ;  or  anything  else  which  professes  to  be  a 
system,  and  leaves  out  the  very  element  most  essential  to  its  existence.  The 
history  of  all  ages,  of  all  nations,  and  of  all  communities,  is  a  continued 
illustration  of  this  truth.  Where  did  the  nation  ever  exist  untouched  either 
by  religion  or  superstition?  which  never  had  either  a  theology  or  a  mythology? 
When  you  find  a  nation  that  exists  without  food  of  some  sort,  then  you  may 
find  a  nation  that  subsists  without  religion  of  some  sort ;  and  never,  never 
before.  How  unphilosophical,  how  absurd  it  is,  then,  to  pretend  that  a  sys- 
tem of  education  may  be  complete,  and  yet  make  no  provision  for  this  part  of 
the  mental  constitution.  It  is  one  of  the  grossest  fooleries  which  the  wick- 
edness of  man  has  ever  led  him  to  commit.  But  it  is  not  only  unphilosophi- 
cal and  foolish,  it  is  also  exceedingly  mischievous  ;  for  where  religion  is  with- 
held, the  mind  inevitably  falls  to  superstition,  as  certainly  as  when  whole- 
some food  is  withheld  the  sufferer  will  seek  to  satisfy  his  craving  with  the 
first  deleterious  substance  which  comes  within  his  reach.  The  only  remedy 
against  superstition  is  sound  religious  instruction.  The  want  exists  in  the 
soul.  It  is  no  factious,  no  accidental  or  temporary  want,  but  an  essential 
part  of  our  nature.  It  is  an  urgent,  imperious  want ;  it  must  and  will  seek 
the  means  of  satisfaction,  and  if  a  healthful  supply  be  withheld,  a  noxio.us  one 
will  be  substituted." — Dr.  Stowe. 


Elevating  Influence  of  Popular  Education. — "  In  what  countries, 
let  me  ask,  are  the  people  most  given  to  the  lowest  forms  of  animal  gratifica- 
tion, and  most  regardless  of  the  lives  and  happiness  of  others  ?  Is  it  not  in 
Pagan  lands,  over  which  moral  and  intellectual  darkness  broods,  and  where 
men  are  vile  without  shame,  and  cruel  without  remorse?  And  if  from 
Pagan  we  pass  to  Christian  countries,  we  shall  find  that  those  in  which 
education  is  least  prevalent  are  the  very  ones  in  which  there  is  the  most 
immorality,  and  the  greatest  indifiFerence  to  the  sufferings  of  animated  and 
sentient  beings.  Spain — in  which,  until  recently,  there  was  but  one  news- 
paper printed,  and  in  which  only  about  one  in  thirty-five  of  the  people 
are  instructed  in  schools — has  a  population  about  equal  to  that  of  Eng- 
land and  Wales.  Popular  education  in  the  latter  countries,  although  much 
behind  several  of  the  other  European  States,  is  still  greatly  in  advance 
of  what  it  is  in  Spain,  and  there  is  an  equally  marked  difference  in  the  state 
of  the  morals  in  the  people  of  these  countries.  In  England  and  Wales  the 
whole  number  of  convictions  for  murder  in  the  year  eighteen  hundred  and 
twenty-six  was  thirteen,  and  the  number  convicted  for  wounding,  etc.,  with 
intent  to  kill,  was  fourteen ;  -^hile  in  Spain,  the  number  convicted  during  the 
same  year  was,  for  murder,  ticelve  hitndred  and  thirty-three !  and  for  maiming 
with  intent  to  kill,  seventeen  hundred  and  seventy-three !  or  a  more  than  one 
hundred  fold  greater  number  than  in  the  former  countries.     Facts  like  these 


110  THOUGHT-SPRINGS. 

speak  volumes  in  favor  of  the  elevating  influences  of  popular  education,  while 
they  show  most  conclusively  the  low  and  degraded  condition  to  which  people 
will  sink  in  countries  in  which  education  is  neglected." — Prof.  Mayhew. 


Education  an  Insurance  of  Property. — ''  The  people  do  not  yet  seem 
to  see,  that  the  intelligence  and  the  morality  which  education  can  impart,  is 
that  beneficent  kind  of  insurance,  which,  by  preventing  losses,  obviates  the 
necessity  of  indemnifying  for  them  ;  thus  saving  the  premium  and  risk. 

"  What  is  engulfed  in  the  vortex  of  crime,  in  each  generation,  would  build  a 
palace  of  more  than  oriental  splendor  in  every  School  District  in  the  land ; 
would  endow  it  with  a  library  beyond  the  ability  of  a  life-time  to  read ;  would 
supply  it  with  apparatus  and  laboratories  for  the  illustration  of  every  study 
and  exemplification  of  every  art,  and  munificently  requite  the  services  of 
Teachers  worthy  to  preside  in  such  a  sanctuary  of  intelligence  and  virtue." — 
Horace  Manji. 


Influence  of  an  Ignorant  Man. — -'To  send  an  uneducated  child  into 
the  world  is  injurious  to  the  rest  of  mankind ;  it  is  little  better  than  to  turn  a 
mad  dos:  or  a  wild  beast  into  the  streets." — Paley. 


Moral  Quarantines. — "  Much  as  we  may  need  energetic  remedies  against 
contagious  diseases,  we  need  them  against  contagious  vices  more  ;  and  quar- 
antine laws  in  favor  of  moral  health  are  the  most  necessary  of  all  sanitary 
regulations." — Horace  Manx. 


Duty  of  the  State  to  Educate. — '•'  In  Prussia  it  is  said  that  every  child 
is  '  due  to  the  School.'  Here,  it  may  be  laid  down  as  one  of  our  social  prin- 
ciples, that,  as  the  best  services  of  all  her  children  are  due  to  the  State,  so  it 
is  the  duty  of  the  State  to  bring  out,  to  their  fullest  extent,  all  the  talents  and 
powers  for  good,  of  all  her  children." — Thomas  H.  Burrowes. 


Cultivate  the  Minor  Morals. — "  Cleanliness  of  person,  decency  of  con- 
duct and  propriet}'  of  manners,  are  as  essential  to  the  comfort  and  happiness 
of  the  social  state,  as  a  cultivated  intellect  and  a  well  ordered  store  of  prac- 
tical knowledge  are  to  individual  success.  When  regarded  in  their  relation 
to  society,  those  decencies,  which  have  been  aptly  denominated  '  the  minor 
morals,'  rise  at  once  to  importance  and  demand  the  utmost  care  at  the  hands 
of  those  to  whom  the  training  of  the  youth  of  a  country  is  intrusted." — 
Burrowes. 


Education  and  Crime. — "  Taking  whole  communities  together,  I  believe 


THOUGHT-SPRINGS.  Ill 

the  legitimate  aud  inevitable  conclusion  to  be,  that  every  advance  in  know- 
ledge, amongst  a  people,  is,  pro  tanto,  an  invasion  of  the  domains  of  crime." — 
Horace  Maxn. 


A  Fearful  Responsibility. — "  If,  with  such  educational  means  and  re- 
sources as  we  can  now  command,  eighty,  ninety,  ninety-five,  or  ninety-nine 
per  cent,  of  all  children  can  be  made  temperate,  industrious,  frugal,  conscien- 
tious in  all  their  dealings,  prompt  to  pity  and  instruct  ignorance,  instead  of 
ridiculing  it,  and  taking  advantage  of  it,  public-spirited,  philanthropic,  and 
observers  of  all  things  sacred ;  if,  I  say,  any  given  proportion  of  our  children, 
by  human  efforts,  and  by  such  a  divine  blessing  as  the  common  course  of 
God's  providence  authorizes  us  to  expect,  can  be  made  to  possess  those  quali- 
ties, aud  to  act  from  them ;  then,  just  so  far  as  our  posterity  shall  fall  below 
this  practicable  exemption  from  vices  and  crimes,  and  just  so  far  as  they  shall 
fail  to  possess  these  attainable  virtues,  just  so  far  will  those  who  frame  and 
execute  our  laws,  shape  public  opinion,  and  lead  public  action,  be  criminally 
responsible  for  the  difference.'' — Horace  Maxn. 


Love  of  Children. — '-He  is  not  worthy  to  have  the  care  of  children, 
either  as  officer  or  Teacher,  whose  heart  does  not  yearn  toward  them  with 
parental  fondness  and  solicitude.' — Horace  Manx. 


Compulsory  Education. — '•  I  hold  that  the  State  has  a  right  to  compel 
parents  to  take  advantage  of  the  means  of  educating  their  children.  If  it 
can  punish  them  for  crime,  it  should  have  the  power  of  preventing  them  from 
committing  it,  by  giving  them  the  habits  and  the  education  that  are  the  surest 
safeguards." — Hox.  Josiah  Quixcy. 


The  Redeeming  Power  of  Common  Schools. — ''  If  all  our  Schools 
were  under  the  charge  of  Teachers  possessing  what  I  regard  as  the  right  in- 
tellectual and  moral  qualifications,  and  if  all  the  children  of  the  community 
were  brought  under  the  influence  of  these  Schools  for  ten  months  in  the  year, 
I  think  that  the  work  of  training  up  the  whole  commuxity  to  intelligence 
and  virtue  would  be  accomplished  as  completely  as  any  human  end  can  be 
obtained  by  human  means." — Rev.  Jacob  Abbott. 


Same  Thought. — "  If  the  attendance  of  all  the  children  in  any  common- 
wealth could  be  secured  at  such  improved  Common  Schools  as  we  have  been 
contemplating,  for  ten  months  during  the  year,  from  the  age  of  four  to  that 
of  sixteen  years,  they  would  prove  competent  to  the  removal  of  ninety-nine 


c 


112  THOUGHT-SPKINGS. 

one-hundredths  of  the  evils  with  which  society  is  now  infested,  in  one  gene- 
ration, and  would  ultimately  redeem  the  State  from  social  vices  and  crimes." — 
Prof.  Mayhew. 


A  Momentous  Question. — "Under  the  soundest  and  most  vigorous  sys- 
tem of  education  which  we  can  now  command,  what  proportion,  or  per  centage, 
of  all  the  children  who  are  born  can  be  made  useful  and  exemplary  men, 
honest  dealers,  conscientious  jurors,  true  witnesses,  incorruptible  voters  or 
magistrates,  good  parents,  good  neighbors,  good  members  of  society?  In 
other  words,  with  our  present  knowledge  of  the  art  and  science  of  education, 
and  with  such  new  fruit  of  experience  as  time  may  be  expected  to  bear,  what 
proportion,  or  per  centage,  of  all  children  must  be  pronounced  irreclaimable 
and  irredeemable,  notwithstanding  the  most  vigorous  educational  eflForts 
which,  in  the  present  state  of  society,  can  be  put  forth  in  their  behalf? 

"What  proportion,  or  per  centage,  must  become  drunkards,  profane  swearers, 
detractors,  vagabonds,  rioters,  cheats,  thieves,  aggressors  upon  the  rights  of 
property,  of  person,  of  reputation,  or  of  life  ? 

"In  a  single  phrase,  what  proportion  must  be  guilty  of  such  omissions  of 
right  and  commissions  of  wrong,  that  it  would  have  been  better  for  the  com- 
munity had  they  never  been  born  ?  This  is  a  problem  which  the  course  of 
events  has  evolved,  and  which  society  and  the  government  must  meet." — 
Horace  Mann. 


Better  than  Soil,  or  Climate,  or  Government. — "  That  vast  variety 
of  ways,  in  which  an  intelligent  people  surpass  a  stupid  one,  and  an  exem- 
plary people  an  immoral  one,  has  infinitely  more  to  do  with  the  well-being  of 
a  nation  than  soil,  or  climate,  or  even  than  government  itself,  except  so  far  as 
government  may  prove  to  be  the  patron  of  intelligence  and  virtue." — Horace 
Mann. 


A  Truth. — "  Human  knowledge  is  a  proud  pillar,  but  it  is  built  in  the 
midst  of  a  desert  of  ignorance,  and  those  who  have  ascended  the  highest  have 
only  gained  a  more  extended  view  of  the  wasted 


Godlike  Po"wers  of  Intellect. — Le  Verrier,  the  discoverer  of  the  planet 
Neptune,  wrote  a  letter  to  Galle  of  Berlin,  in  which  he  said :  "  This  star  no 
one  has  seen,  but  it  exists.  I  have  measured  its  distance.  I  have  estimated 
its  size.  I  have  calculated  its  diameter.  It  is  there.  Look  for  it  and  you 
will  find  it."  It  was  discovered  from  the  observatory  of  Berlin  on  the  23d 
of  September,  \M%^  just  where  the  student,  in  his  closet,  had  told  the  practical 
cistronomer  to  look  ! 


THOUGHT-SPRINGS.  113 

A  Striking  Picture. — "  "Were  we  to  visit  all  the  Primary  Schools  of  the 
commonwealth,  we  should  be  sure  to  find  nearly  all  the  ministers,  lawyers, 
physicians,  judges,  legislators,  professors,  and  other  teachers,  merchants, 
manufacturers,  and,  in  short,  all  the  most  intelligent,  active  and  useful  men 
of  the  next  generation  in  these  schools.  We  cannot  now  point  them  out  by 
name.  We  cannot  tell  who  of  them  will  be  governors  and  judges,  and 
merchant  princes,  but  they  are  all  there. 

"  They  are  receiving  the  rudiments  of  their  education  under  such  teachers  as 
we  provide  for  them,  and  in  the  period  of  life  when  the  most  lasting  impres- 
sions are  made.  I  will  venture  to  say,  more  is  done,  during  the  first  ten  or  twelve 
years,  in  the  humble  district  School  House,  to  give  tone  and  shape  to  the  popular 
mind,  than  in  all  the  years  that  follow^ — Dr.  Humphrey. 


"Wonderful  Results. — "It  is  thus  established,  that  a  good  system  of 
common  school  education,  one  that  is  sufficiently  comprehensive  to  embrace 
all  our  country's  youth  in  its  benevolent  design,  would  free  us  as  a  people 
from  a  host  of  evils  growing  out  of  popular  ignorance ;  that  it  would  increase 
the  productiveness  of  labor,  as  the  schools  advance  in  excellence,  indefinitely; 
that  it  yould  save  to  society,  in  diminishing  the  number  of  paupers  and  crimi- 
nals, a  vast  amount  of  means  absorbed  in  the  support  of  the  former,  and  in 
bringing  the  latter  to  justice,  a  tax  which  upon  every  present  generation  is 
more  than  sufficient  for  the  education  of  the  next  succeeding  one;  that  it 
would  prevent  the  great  majority  of  fatal  accidents  that  are  now  depopulating 
communities  wherever  ignorance  prevails;  that,  by  imparting  a  knowledge  of 
the  organic  laws,  the  observance  of  which  is  essential  to  health  and  happiness, 
it  would  save  the  lives  of  a  hundred  thousand  children  in  the  United  States 
every  year,  and  that  by  promoting  longevity,  in  connection  with  the  advan- 
tages already  enumerated,  it  would  tend  more  than  all  other  means  of  state 
policy  to  increase  at  once  the  wealth  and  the  population  of  our  country ;  that 
its  legitimate  tendency  would  be  to  diminish,  from  generation  to  generation, 
not  only  drunkenness  and  sensuality  in  all  its  protean  forms,  but  idiocy  and 
insanity,  which  result  from  a  violation  of  the  laws  of  our  being,  which  are  the 
laws  of  God ;  that  it  would,  in  innumerable  ways,  tend  to  diminish  the  sufier- 
ings  and  mitigate  the  woes  incident  to  human  life,  while  it  would  acquaint 
man  with  the  wiU  of  the  benevolent  Creator,  and  lead  him  to  cherish  an 
habitual  desire  to  yield  obedience  thereto ;  and  that  it  is  the  only  possible 
means  of  perfecting  and  perpetuating  the  inestimable  boon  of  civil  and 
religious  liberty  to  the  latest  generations,  and  thus  securing  to  the  race  the 
maximum  of  human  happiness.  Yes,  a  system  of  popular  education  adequate 
to  the  requirements  of  the  States  of  this  Union  will  do  all  this.  Xone,  then 
it  would  seem,  can  fail  to  see  that  true  state  policy  requires  the  maintenance 
of  improved  free  schools,  good  enough  for  the  best,  and  cheap  enough  for  the 
poorest,  which  are  a  necessary  means  of  universal  education." — Prof.  Mayhew. 


The  Prison  and  the  School — ''  The  great  difference,  in  a  moral  point 
13 


114  THOUGHT-SPRINGS. 

of  view,  between  a  School  and  a  prison  is,  that  one  is  intended  to  prevent 
what  the  other  aims  to  punish." — George  B.  Emerson, 


Duty  of  Parents. — "  That  parent  who  refuses  to  send  his  children  to 
the  School  established  and  opened  in  his  neighborhood,  does  to  those  children 
a  cruel  injustice,  and  commits  a  flagrant  wrong  upon  the  community  and  the 
State." — Gov.  Briggs. 


"What  Criminal  Statistics  Show. — "  Scotland  and  Spain  have  been 
referred  to,  not  to  bring  out  a  few  facts  in  history  merely,  but  to  illustrate 
an  important  truth.  Where  a  good  system  of  popular  education  is  well  ad- 
ministered in  a  country,  and,  as  a  consequence,  intelligence,  industry  and 
morality  become  universal  among  its  citizens,  they  will  eventually  become  a 
wealthy  and  a  highly  prosperous  and  happy  community,  even  though  they 
derive  their  subsistence  from  a  naturally  unfruitful  soil;  but,  on  the  contrary, 
where  popular  education  is  neglected  in  a  commonwealth,  and  its  future  citi- 
zens, as  a  consequence,  grow  up  in  ignorance,  idleness  and  vice,  squalid  pov- 
erty and  flagrant  crime  will  become  prevalent  throughout  a  wretched  and 
degenerate  community,  that  is  scarcely  able  to  gain  a  mere  subsistence  from 
a  naturally  productive  soil. 

"  In  further  confirmation  of  the  truth  of  the  proposition  that  education  di- 
minishes crime,  I  will  introduce  the  following  statistics,  gleaned  from  various 
official  documents,  respecting  prisons.  According  to  returns  to  the  British 
Parliament,  the  commitments  for  crimes  in  an  average  of  nine  years,  in  pro- 
portion to  population,  are  as  follows :  In  Manchester,  the  most  infidel  city  in 
the  nation,  one  in  140;  in  London,  one  in  800;  in  all  Ireland,  one  in  1,600  ; 
and  in  Scotland,  celebrated  for  learning  and  religion,  one  in  20,000! 

"  The  Rev.  Dr.  Forde,  for  many  years  the  Ordinate  of  Newgate,  London,  rep- 
resents ignorance  as  the  first  great  cause,  and  idleness  as  the  second,  of  all  the 
crimes  committed  by  the  inmates  of  that  celebrated  prison.  Sir  Richard 
Phillips,  Sheriff  of  London,  says  that,  on  the  memorial  addressed  to  the 
Sheriffs,  by  152  criminals  in  the  same  institution,  25  only  signed  their  names 
in  a  fair  hand,  26  in  an  illegible  scrawl,  and  that  101,  two-thirds  of  the  entire 
number,  were  marksmen^  signing  with  a  cross.  Few  of  the  prisoners  could 
read  with  facility;  more  than  half  of  them  could  not  read  at  all;  the  most  of 
them  thought  books  were  useless,  and  were  totally  ignorant  of  the  nature, 
object,  and  end  of  religion. 

"  The  Rev.  Mr.  Clay,  Chaplain  to  the  House  of  Correction  in  Lancashire,  rep- 
resents that,  out  of  1,129  persons  committed,  554  could  not  read ;  222  were 
barely  capable  of  reading;  38  only  who  could  read  well;  and  only  8,  or  one 
in  141,  could  read  and  write  well.  One-half  of  1,129  prisoners  were  quite 
ignorant  of  the  simplest  truths;  37  of  these,  one  in  20  of  the  entire  number, 
were  occasional  readers  of  the  Bible ;  and  only  owe,  out  of  this  large  number, 
was  familiar  with  the  Holy  Scriptures  and  conversant  with  the  principles  of 
religion.  Among  the  516,  represented  as  entirely  ignorant,  125  were  incapa- 
ble of  repeating  the  Lord's  Prayer. 


THOUGHT-SPRINGS.  115 

"  In  the  New  York  State  Prisons,  as  examined  a  few  years  ago,  more  than 
three-fourths  of  the  convicts  had  either  received  no  education,  or  a  very  imper- 
fect one.  Out  of  842  at  Sing  Sing,  289  could  not  read  or  write,  and  only  42 — 
less  than  one  in  20 — had  received  a  good  Common  School  education.  Auburn 
prison  presents  similar  statistics.  Out  of  228  prisoners,  only  59  could  read, 
write  and  cipher,  and  60  could  do  neither. 

''  The  Chaplain  of  the  Ohio  Penitentiary  remarks  that,  not  only  in  the  prison 
of  that  State,  but  in  others,  depraved  appetites  and  corrupt  habits,  which 
have  led  to  the  commission  of  crime,  are  usually  found  with  the  ignorant, 
uninformed,  and  duller  part  of  mankind.  Of  276,  at  one  time  in  that  institu- 
tion, nearly  all  were  below  mediocrity,  and  1T5  are  represented  as  grossly 
ignorant,  and,  in  point  of  education,  scarcely  capable  of  transacting  the  ordi- 
nary business  of  life." — Prop.  Mayhew. 


"Wliy  Society  should  Educate  tlie  Poor. — ••  The  same  humane  rea- 
sons which  lead  civilized  communities  to  provide  for  the  maintenance  of  indi- 
gent adults  by  legal  enactments,  bear  even  more  strongly  in  the  case  of  their 
children.*  These  require  sustenance  in  common  with  their  parents.  But  their 
wants,  their  necessities  stop  not  here ;  neither  does  the  well-being  of  society 
with  reference  to  them.  Both  alike  require  that  such  children,  in  common 
with  all  others,  be  so  trained  as  to  be  enabled  not  only  to  provide  for  them- 
selves when  they  arrive  at  mature  years,  but  as  shall  be  necessary  to  qualify 
them  for  the  discharge  of  the  duties  of  citizenship.  Then,  instead  of  taxing 
society  for  a  support,  as  their  parents  now  do,  they  will  contribute  to  the  ele- 
vation of  all  around,  even  more  largely  than  society  has  contributed  to  their 
elevation." — Prof.  Mayhew. 


Great  Effects  from  Little  Causes. — '•  The  Vizier  having  offended  his 
master,  was  condemned  to  perpetual  captivity  in  a  lofty  tower.  At  night  his 
wife  came  to  weep  beneath  his  window.  '  Cease  your  grief, '  said  the  sage ; 
'  go  home  for  the  present,  and  return  hither  when  you  have  procured  a  live 
black  beetle,  together  with  a  little  ghee  (or  buffalo's  butter,)  three  clews,  one 
of  the  finest  silk,  another  of  stout  packthread,  and  another  of  whipcord,  and 
finally  a  stout  coil  of  rope.'  When  she  came  to  the  foot  of  the  tower,  provi- 
ded according  to  her  husband's  commands,  he  directed  her  to  touch  the  head 
of  the  insect  with  a  little  ghee,  to  tie  one  end  of  the  silk  thread  around  him^ 
and  to  place  the  reptile  on  the  wall  of  the  tower.  Seduced  by  the  smell  of 
the  butter,  which  he  conceived  to  be  in  store  somewhere  above  him,  the 
beetle  continued  to  ascend  till  he  reached  the  top,  and  thus  put  the  Vizier  in 
possession  of  the  end  of  the  silk,  who  drew  up  the  packthread  by  means  of 
the  silk,  the  small  cord  by  means  of  the  packthread,  and  by  means  of  the 
cord  a  stout  rope,  capable  of  sustaining  his  own  weight — and  so  at  last  he 
escaped  from  the  place  of  duress."— Loxdon  Quarterly  Review. 

13* 


116  THOUGHT-SPRINGS. 

The  Germ  of  Crime. — "He  is  no  more  physically  blind,  or  bereft  of 
his  natural  senses,  who  cannot  see  a  culprit  in  the  hands  of  a  Sheriff,  or  a 
criminal  court  with  its  officers,  or  a  prison  with  its  armed  guards,  than  he  is 
morally  blind  who  does  not  see  criminal  manhood  in  neglected  childhood." — 
Horace  Mann. 


How  Education  Diminishes  Crime.  —  "Great  as  is  her  poor-tax, 
New  York  contributes  annually  an  immensely  greater  sum  for  the  support  of 
her  criminal  police  ;  for  the  erection  of  court  houses,  and  jails,  and  peniten- 
tiaries, and  houses  of  correction  ;  for  the  arrest,  trial,  conviction,  and  punish- 
ment of  criminals,  and  for  their  support  in  prison  and  at  the  various  landing 
places  on  their  way  to  the  gallows  and  to  a  premature  and  ignominious  death. 
Now,  had  one-half  of  the  money  which  this  State  has  expended  in  these  two 
ways  been  judiciously  bestowed  in  the  early  education  of  these  unfortunate 
persons,  who  can  question  that  the  poor  and  criminal  taxes  of  that  State 
would  have  been  reduced  to  less  than  one-tenth  of  what  they  now  are,  to  say 
nothing  of  the  fountains  of  tears  that  would  be  thus  dried  up,  and  of  the 
untold  happiness  that  would  be  enjoyed  by  persons  who,  in  every  generation, 
lead  cheerless  lives  and  die  ignoble  deaths? 

"Lest  some  persons  may  labor  under  an  erroneous  impression  in  relation  to 
this  subject,  I  will  give  the  statistics  of  education  and  crime  in  New  York,  as 
derived  from  official  reports,  for  the  last  few  years.  Of  eleven  hundred  and 
twenty-two  persons — the  whole  number  reported  by  the  sheriffs  of  the  differ- 
ent counties  of  the  State  as  under  conviction  and  punishment  for  crime  during 
the  year  1847 — twenty-two  only  had  a  common  education,  ten  only  had  a  tol- 
erably good  education,  and  only  six  were  well  educated.  Of  the  thirteen  hun- 
dred and  forty-five  criminals  so  returned  in  the  several  counties  of  the  State 
for  the  year  1848,  twenty-three  only  had  a  common  school  education,  thirteen 
only  had  a  tolerably  good  education,  and  only  ten  were  considered  well  edu- 
cated !  The  returns  for  other  years  give  like  results.  Had  the  whole  eleven 
or  thirteen  hundred  of  these  convicts  been  well  educated  instead  of  only  six 
or  ten — and  the  moral  and  religious  education  of  even  these  was  defective — 
how  many  of  them  would  society  be  called  upon  to  support  in  prisons  and 
penitentiaries  ?  In  all  probability,  as  we  shall  hereafter,  1  hope,  be  able  to 
show,  NOT  ONE.  And  what  is  true  of  the  city  and  county  of  Philadelphia 
and  of  the  State  of  New  York,  will  apply  to  other  cities,  counties  and  States 
of  this  Union." — Prof.  Mayhew. 


Necessity  of  Moral  Education. — "  The  exaltation  of  talent,  as  it  is 
called,  above  religion  and  virtue,  is  the  curse  of  the  age.  Education  is  now 
chiefly  a  stimulus  to  learning,  and  thus  men  acquire  power,  without  the  prin- 
ciples which  alone  make  it  good.  Talent  is  worshipped ;  but  if  divorced  from 
rectitude,  it  will  prove  more  of  a  demon  than  a  god." — Channixg. 


THOUGHT-SPRINGS.  117 

A  Startling  Alternative. — "  We  are  brought,  then,  to  this  startling  but 
inevitable  alternative.  The  natural  life  of  an  infant  should  be  extinguished 
as  soon  as  it  is  bom,  or  the  means  should  be  provided  to  save  that  life  from 
being  a  curse  to  its  possessor ;  and  therefore  every  State  is  bound  to  enact  a 
code  of  laws  legalizing  and  enforcing  Infanticide,  or  a  code  of  laws  estab- 
lishing Free  Schools  !" — Horace  Maxn. 


An  Answer  to  tliose  who  Murmur  at  the  School  Tax. — "  For  the 

support  of  our  State  Government  many  of  us  pay,  in  the  course  of  years, 
large  sums  of  taxation,  for  which  we  personally  receive  little  benefit.  I  know 
not  how  much  I  may  have  paid  during  the  last  thirty  years,  for  the  judiciary 
administration  of  the  laws;  yet  I  have  never  availed  myself  of  the  Courts  as 
a  means  of  obtaining  personal  justice.  And  there  are  many  citizens  who 
never  had  a  case  in  Court,  and  perhaps  never  will  have.  Yet  we  all  cheer- 
fully submit  to  taxation  for  the  support  of  the  Judiciary  Department,  because 
the  public  good  is  supposed  to  require  it.  "We  voluntarily  act  on  this  unselfish 
and  philanthropic  principle  in  all  our  religious  and  charitable  associations. 
We  build  churches,  employ  and  pay  religious  teachers,  and  support  religious 
institutions,  not  for  our  own  personal  benefit.  We  usually  fancy  we  can  be 
devotional  and  religious  in  our  own  quiet  way.  But  the  good  of  society  re- 
quires expensive  organizations  for  religious  purposes,  and  we  are  all  willing 
to  bear  our  part. 

"  These  principles  of  sacrifice  of  selfishness — of  submission  to  taxation  of 
some  kind  for  the  public  good,  must  lie  at  the  foundation  of  every  form  of 
civilized  society  on  earth.  If  we  proscribe  the  principle,  we  must  go  back  to 
a  state  of  natural  society — to  barbarism — to  savage  independence.  Our 
people  are  a  liberal,  a  generous,  a  magnanimous  people,  and  when  the  general 
interests  of  public  education  in  the  State  require  some  sacrifice  from  the  more 
successful  individuals  in  favor  of  the  poorer  families,  who  will  hesitate  to  act 
the  part  which  honor  and  magnanimity  require  ?'' — Hon.  W.  C.  Larrabee, 
State  Superintendent  of  Indiana. 


Argument  for  the  Payment  of  School  Taxes.—"  Some  persons  who 
are  willing  to  pay  taxes  in  proportion  to  their  property,  for  general  State 
purposes,  object  to  any  species  of  taxation  for  educational  purposes.  This 
objection  is  founded  on  a  radically  wrong  notion  of  the  relation  of  the  chil- 
dren, and  the  education  thereof,  to  the  State.  The  State,  within  constitu- 
tional limits,  has  sovereign  power  over  the  property  within  its  jurisdiction. 
The  children  within  the  State  are,  in  a  certain  sense,  the  children  of  the  State. 
The  State  taxes  her  property  for  the  education  of  her  children,  not  for  the 
personal  interest  of  the  children,  nor  for  the  interest  of  their  parents,  but  for 
her  own  interests  as  a  State.  This  is  the  American  idea,  and  whoever  cannot 
become  reconciled  to  this  idea  had  better  emigrate  to  some  other  country." — 
Hon.  W.  C.  Labrabee. 


118  THOUGHT-SPRINGS. 

A  Home  Thrust. — ''  You  say  you  have  no  children  to  educate^  and  tchy 
should  you  be  taxed  to  educate  the  children  of  your  neighbor?  So,  perhaps,  you 
have  no  occasion  to  travel  over  a  particular  country  road,  and  why  should  you 
be  taxed  to  build  it  ?  You  have  no  case  in  court,  why  then  should  you  be 
taxed  to  build  the  court  house,  or  pay  the  salary  of  the  Judge  ?  You  have  no 
criminals  of  your  own  family  to  try,  and  to  put  in  jail,  why  then  should  you 
be  taxed  to  pay  the  expenses  of  trying  criminals  raised  by  your  neighbors, 
and  to  build  jails  to  hold  them  ? 

"  You  answer,  the  good  of  society  requires  court  houses  and  courts.  So 
^oes  the  good  of  society  require  School  Houses  and  Schools.  You  say  the 
good  of  society  requires  that  criminals  should  be  tried  and  punished.  So 
does  the  good  of  society  require  children  to  be  educated.  The  criminal,  you 
say,  is  not  tried  and  punished  for  his  own  benefit,  or  the  benefit  of  his  family 
so  much  as  for  the  protection  of  society.  So,  the  child  is  not  educated  so 
much  for  his  own  benefit,  or  the  benefit  of  his  family,  as  for  the  protection 
and  the  good  of  society." — Hon.  W.  C.  Larrabee. 


For  those  who  Object  to  the  School  Tax "  A  gentleman  was  com- 
plaining to  me  of  his  school  tax.  He  said  '  he  had  educated  his  own  chil- 
dren at  his  own  expense,  and  yet  he  was  annually  paying  tax  to  educate 
others.'  I  told  him  he  was  indirectly  compensated  four-fold  for  all  his  expen- 
diture. He  ridiculed  the  idea.  Said  I,  there  are  two  farms  of  one  hundred 
acres  each,  intrinsically  of  the  same  value.  One  is  located  in  an  intelligent 
and  virtuous  community,  the  other  in  Heathendom,  or  where  ignorance  and 
vice  prevail.  How  much  more  would  you  give,  per  acre,  for  the  former  than 
the  latter  ?  '  Ten  dollars,'  said  he.  The  interest  on  one  thousand  dollars  is 
sixty  dollars  per  annum — your  school  tax  is  six  dollars.  Your  compensation 
is  ten-fold.     The  argument  was  conclusive.". — J.  V.  Gibbon's  Report. 


Testimony  against  Flogging. — "  In  truth,  the  maxim  is  rapidly  fixing 
itself  in  the  public  mind,  that  the  ability  to  govern,  by  moral  means,  an  ap- 
propriate number  of  pupils,  is  a  fair  test  of  the  capacity  and  fitness  of  the 
Teacher.  Failure  to  govern  well  a  class  of  forty  or  fifty  children,  without  the 
use  of  the  rod,  is  fast  coming  to  be  considered  an  indication  that  the  teacher 
has  mistaken  his  vocation.  And  I  must  take  occasion  to  remark,  as  a  fact 
within  my  official  observation,  that  the  order  and  excellence  of  those  schools 
is  precisely  of  the  highest  character,  which  in  their  government  have  dis- 
pensed altogether  with  corporal  punishment." — William  A.  Walker,  Superin- 
tendent of  New  York  City  and  County. 


Corporal  Punishment  not  Indispensable. — "  It  appears  from  the  re- 
ports of  the  Committees,  and  from  other  equally  authentic  evidence,  that  not 


I 


THOrGHT-SPRIXGS.  119 

less  than  five  hundred  schools  in  the  State  -were  taught  last  year  without  the 
infliction  of  a  bloic.  And  it  is  the  almost  uniform  testimony  of  the  Commit- 
tees, that  the  Schools,  so  kept,  have  stood  in  the  foremost  rank  for  regularity, 
diligence  and  good  order." — Horace  ilAXN. 


Yonng  Children  should  not  be  confined. — "It  would  be  infinitely 
better  and  wiser  to  employ  suitable  persons  to  superintend  the  exercises  and 
amusements  of  children,  under  seven  years  of  age,  in  the  fields,  orchards  and 
meadows,  and  point  out  to  them  the  richer  beauties  of  nature,  than  to  have 
them  immured  in  crowded  school-rooms,  in  a  state  of  inaction,  poring  over 
torn  books  and  primers,  conning  words  of  whose  meaning  they  are  ignorant, 
and  breathing  foul  air." — Dr.  Caldwell. 


Effects  of  Bad  Ventilation  in  Schools. — '-Both  irritability  of  the 
nervous  system  and  dullness  of  the  intellect  are  unquestionably  the  direct  and 
necessary  result  of  a  tcant  of  pure  air.  The  vital  energies  of  the  pupils  are 
thus  prostrated,  and  they  become  not  only  restless  and  indisposed  to  study,  but 
absolutely  incapable  of  studying.  Their  minds  hence  wander,  and  they  una- 
voidably seek  relief  in  mischievous  and  disorderly  conduct.  This  doubly 
provokes  the  already  exasperated  teacher,  who  can  hardly  look  with  complai- 
sance upon  good  behavior,  and  who,  from  a  like  cause,  is  in  the  same  irritable 
condition,  of  both  body  and  mind,  with  themselves.  He  too  must  needs  give 
vent  to  his  irascible  feelings  somehow.  And  what  is  more  natural  under  such 
circumstances,  than  to  resort  to  the  use  of  the  ferule,  the  rod  and  the  strap  ?  " 
— Prof.  ilAYHEW. 


Value  of  Vocal  Music  in  Schools. — "I  here  introduce  a  fact  which 
has  been  suggested  to  me  by  my  profession,  and  that  is,  that  the  exercise  of 
the  organs  of  the  breast,  by  singing,  contributes  very  much  to  defend  them 
from  those  diseases  to  which  the  climate  and  other  causes  expose  them.  The 
Germans  are  seldom  afflicted  with  consumption,  nor  have  I  ever  known  but 
one  instance  of  spitting  blood  among  them.  This,  I  believe,  is  in  part  occa- 
sioned by  the  strength  which  their  lungs  acquire  by  exercising  them  frequently  in 
vocal  music,  for  this  constitutes  an  essential  branch  of  their  education." — 
Dr.  Rush. 


Frequency  of  Recess. — ''A  law  of  the  muscular  system  requires  that 
relaxation  and  contraction  should  alternate;  or,  in  other  words,  that  rest 
should  follow  exercise.  In  accordance  with  this  law  it  is  easier  to  walk  than 
to  stand :  and  in  standing,  it  is  easier  to  change  from  one  foot  to  the  other 
than  to  stand  still.  This  explains  why  small  children  after  sitting  awhile  in 
school  become  restless.     Proper  regard  for  this  organic  law  requires  that  the 


120  THOUGHT-SPRINGS. 

smaller  children  be  allowed  a  recess  as  often,  at  least,  as  once  an  hour ;  and 
that  all  be  allowed  and  encouraged  frequently  to  change  their  position." — 
Prof.  Mayhew. 


Evils  of  badly-constructed  School  Furniture. — "  There  is  a  radical  defect 
in  the  seats  of  our  School  Rooms.  Malformation  of  the  bones,  narrow  chests, 
coughs,  ending  in  consumption,  and  death  in  middle  life,  besides  a  multitude 
of  minor  ills,  have  their  origin  in  the  School  Room.  To  the  badly  constructed 
seats  and  writing  desks,  are  we  to  look,  in  some  measure,  for  the  cause  of  so 
many  distortions  of  the  bones,  spinal  diseases  and  chronic  affections,  now  so 
prevalent  throughout  the  country." — Dr.  J.  V.  C.  Smith. 


Act  upon  it. — "High  and  narrow  seats  are  not  only  extremely  uncomforta- 
ble for  the  young  scholar,  tending  constantly  to  make  him  restless  and  noisy, 
disturbing  his  temper  and  preventing  his  attention  to  his  books,  but  they  have 
a  direct  tendency  to  produce  deformity  of  his  limbs.  Seats  without  backs 
have  an  equally  unfavorable  influence  upon  the  spinal  column.  If  no  rest  is 
afforded  the  backs  of  the  children  while  seated,  they  almost  necessarily  assume 
a  bent  and  crooked  position.  Such  a  position  often  assumed  and  long  con- 
tinued, tends  to  that  deformity  which  has  become  extremely  common  among 
children  of  modern  times,  and  leads  to  diseases  of  the  spine  in  innumerable 
instances,  especially  with  delicate  female  children." — Dr.  Woodward. 


On  Imparting  Collateral  Knowledge. — '^  We  cannot  remind  teachers  too 
often  of  the  signal  benefits  they  may  confer  upon  their  pupils,  by  communica- 
ting collateral  knowledge  to  them; — that  is,  such  knowledge  as  is  directly 
connected  with  the  subject  of  their  lessons,  though  rarely,  if  ever,  found  in  a 
text-book.  This  practice  should  be  commenced  with  a  child  the  first  day  he 
enters  the  School  Room,  and  should  never  be  discontinued  until  the  day  when, 
for  the  last  time,  he  leaves  it. 

'■'■  The  whole  business  of  the  School  Room,  from  morning  till  night,  should,  in 
this  way,  be  made  attractive  and  profitable.  Children  do  love  information 
which  is  adapted  to  their  capacities,  and  they  will  desire  to  go  where  it  can  be 
found,  as  naturally  as  bees  to  flowers.  An  absurd  objection  is  sometimes 
urged  against  such  a  course ;  namely,  that  it  will  only  amuse  children,  turn 
what  should  be  toil  into  pastime,  and  create  a  disrelish  for  close,  pains-taking, 
solitary  application.  This  objection  is  theoretic,  merely.  It  is  never  made  by 
those  who  have  tried  the  experiment.  It  is  urged  only  by  such  as  are  too 
ignorant  or  too  indolent  to  make  the  necessary  preparation.  Not  only  reason, 
but  experience,  proves  that  it  is  the  best  possible  means  of  kindling  a  desire 
for  knowledge  in  the  bosoms  of  the  young;  and  when  this  desire  is  once 
kindled,  the  teacher  has  only  to  direct  the  car  instead  of  dragging  it." — 
Horace  Mann. 


THOUGHT-SPRINGS.  121 

A  Noble  Sentiment,  Eloquently  Expressed. — ''  The  Greek  rhetori- 
cian, Longinus,  quotes  from  the  Mosaic  account  of  the  creation  -what  he  calls 
the  sublimest  passage  ever  uttered:  'God  said,  " Let  there  be  light ;"  and 
there  was  light.'  From  the  centre  of  black  immensity,  effulgence  burst  forth. 
Above,  beneath,  on  every  side,  its  radiance  streamed  out,  silent,  yet  making 
each  spot  in  the  vast  concave  brighter  than  the  line  which  the  lightning  pen- 
cils upon  the  midnight  cloud.  Darkness  fled,  as  the  swift  beams  spread 
onward  and  outward  ;  still  they  move  to  this  day,  glorifying,  through  wider 
and  wider  regions  of  space,  the  infinite  Author  from  w^hose  power  and 
beneficence  they  sprang.  But  not  only  in  the  beginning,  when  God  crea- 
ted the  heavens  and  the  earth,  did  he  say,  '  Let  there  be  light.'  Whenever  a 
human  soul  is  born  into  the  world,  its  Creator  stands  over  it,  and  again  pro- 
nounces the  same  sublime  words,  '  Let  there  be  light.' 

"Magnificent,  indeed,  was  the  material  creation,  when  suddenly  blazing 
forth,  in  mid  space,  the  new-born  sun  dispelled  the  darkness  of  the  ancient 
night.  But  infinitely  more  magnificent  is  it,  when  the  human  soul  rays  forth 
its  subtler  and  swifter  beams — when  the  light  of  the  senses  irradiates  all  out- 
ward things,  revealing  the  beauty  of  their  colors  and  the  exquisite  symmetry 
of  their  proportions  and  forms,  when  the  light  of  reason  penetrates  to  their 
invisible  properties  and  laws,  and  displays  all  those  hidden  relations  that  make 
up  all  the  sciences ;  when  the  light  of  conscience  illumines  the  moral  world, 
separating  truth  from  error,  and  virtue  from  vice.  The  light  of  the  newly- 
kindled  sun,  indeed,  was  glorious.  It  struck  upon  all  the  planets,  and  waked 
into  existence  their  myriad  capacities  of  life  and  joy.  As  it  rebounded  from 
them,  and  showed  their  vast  orbs  all  wheeling,  circle  beyond  circle,  in  their 
stupendous  courses,  the  sons  of  God  shouted  for  joy.  That  light  sped  on- 
ward, beyond  Sirius,  beyond  the  Pole-star,  beyond  Orion  and  the  Pleiades, 
and  is  still  speeding  onward  into  the  abysses  of  space.  But  the  light  of  the 
human  soul  flies  swifter  than  the  light  of  the  sun,  and  outshines  its  meridian 
blaze.  It  can  embrace  not  only  the  sun  of  our  system,  but  all  suns  and  gal- 
axies of  suns  ;  aye !  the  soul  is  capable  of  knowing  and  enjoying  Him  who 
created  the  suns  themselves ;  and  when  these  starry  lustres  that  now  glorify 
the  firmament  shall  wax  dim,  and  fade  away  like  a  wasted  taper,  the  light  of 
the  soul  shall  still  remain ;  nor  time,  nor  cloud,  nor  any  power  but  its  own 
perversity,  shall  ever  quench  its  brightness.  Again  I  would  say,  that  when- 
ever a  human  soul  is  born  into  the  world,  God  stands  over  it,  and  pronounces 
the  same  sublime  fiat,  '  Let  there  be  light ; '  and  may  the  time  soon  come  when 
all  human  governments  shall  co-operate  with  the  divine  government  in  car- 
rying this  benediction  and  baptism  into  fulfillment." — Horace  Mann. 


STATE   SCHOOL  LANDS 


The  500,000  Acres  of  School  Lands. — The  title  of 
California  to  her  School  Lands  rests  upon  Section  8  of  Act 
of  Congress,  approved  September  4th,  1841,  which  reads 
as  follows: 

''There  shall  be,  and  hereby  is,  granted  to  each  new 
State  that  •shall  be  hereafter  admitted  into  the  Union, 
upon  such  admission,  so  much  land  as,  including  such 
quantity  as  may  have  been  granted  to  such  State  before  its 
admission,  and  while  under  a  Territorial  Government,  for 
purposes  of  internal  improvement  as  aforesaid,  as  shall 
make  five  hundred  thousand  acres  of  land,  to  be  selected 
and  located  as  aforesaid."     Stat,  at  Large,  Y.  455. 

In  reference  to  the  manner  of  selection  and  location,  the 
Act  reads  : 

"  The  selections  in  all  of  the  said  States  shall  be  made 
within  their  limits  respectively  in  such  manner  as  the  Le- 
gislature thereof  shall  direct ;  and  located  in  parcels  con- 
formably to  sectional  divisions  and  sub-divisions  of  not  less 
than  three  hundred  and  twenty  acres  in  any  one  location, 
on  any  public  land,  except  such  as  is,  or  may  be  reserved 
from  sale,  by  any  law  of  Congress  or  proclamation  of  the 
President  of  the  United  States,  which  said  locations  may 
be  made  at  any  time  after  the  lands  of  the  United  States 
in  said  States  respectively,  shall  have  been  surveyed  ac- 
cording to  existing  laws." 

The  lands  thus  granted  to  California  for  purposes  of 
Internal  Improvements  were  wisely  diverted  by  our  State 
Constitution  to  the  support  of  Public  Schools,  in  terms  as 
follows : 

"  The  proceeds  of  all  lands  that  may  be  granted  by  the 


STATE    SCHOOL    LANDS.  123 

United  States  to  this  State,  for  the  support  of  Schools, 
which  may  be  sold  or  disposed  of,  and  the  &ye  hundred 
thousand  acres  of  land  granted  to  the  new  States,  under 
an  Act  of  Congress  distributing  the  proceeds  of  the  public 
lands  among  the  several  States  of  the  Union,  approved 
A.  J),  one  thousand  eighteen  hundred  and  fortj-one  *  * 
shall  be  and  remain  a  perpetual  fund,  the  interest  of  which, 
together  with  all  the  rents  of  the  unsold  lands  and  such 
other  means  as  the  Legislature  may  provide,  shall  be  in- 
violably applied  to  the  support  of  Common  Schools 
throughout  the  State." — Constitution  of  California,  Art.  IX. 
Sec.  2. 

Township  Lands. — The  title  of  California  to  the  Town- 
ship lands  rests  upon  Act  of  Congress,  approved  March  3d, 
1853,  which  reads  as  follows :  "  *  *  *  Sections  sixteen 
and  thirty-six  of  the  public  lands  shall  be,  and  hereby  are 
granted  to  the  State  for  the  purposes  of  Public  Schools  in 
each  township."— C/:>S^.  Stat,  1853,  Ch.  145,  Sec.  6. 

Section  T  of  the  same  Act  reads.-  ''And  be  it  further  en- 
acted, That  where  any  settlement,  by  the  erection  of  a 
dwelling  house  or  the  cultivation  of  any  portion  of  the 
land,  shall  be  made  upon  the  Sixteenth  and  Thirty-Sixth 
Sections,  before  the  same  shall  be  surveyed,  or  where  such 
sections  may  be  reserved  for  public  uses  or  taken  by  pri- 
vate claims,  other  land  shall  be  selected  by  the  proper  au- 
thorities of  the  State  in  lieu  thereof,  agreeably  to  the  pro- 
visions of  the  Act  of  Congress  approved  on  the  twentieth 
of  ]May,  eighteen  hundred  and  twenty,six,  entitled  '  An 
Act  to  appropriate  lands  for  the  support  of  Schools  in  cer- 
tain townships  and  fractional  townships,  not  before  provi- 
ded for,'  and  which  shall  be  subject  to  approval  by  the 
Secretaiy  of  the  Interior." 

University  Lands. — The  title  of  California  to  the  Uni- 
versity lands,  rests  upon  Sec.  12  of  the  same  Act  of  Con- 
gress, which  reads  as  follows : 

Section  12.  And  be  it  further  enacted,  That  the  quantity 
of  two  entire  townships,  or  seventy-two  sections,  shall  be 
and  the  same  is  hereby  granted  t^  the  State  of  California 


124  STATE    SCHOOL    LANDS. 

for  the  use  of  a  Seminary  of  Learning,  said  lands  to  be  se- 
lected by  the  Governor  of  the  State,  or  any  person  he  may 
designate  for  that  purpose,  in  legal  subdivisions  of  not  less 
than  a  quarter  section  of  any  of  the  unsold,  unoccupied, 
and  unappropriated  public  lands  therein,  subject  to  the 
approval  of  the  Secretary  of  the  Interior,  and  to  be  dis- 
posed of  as  the  Legislature  shall  direct :  Provided,  however^ 
That  no  mineral  lands,  or  lands  reserved  for  any  public 
purpose  whatever,  or  lands  to  which  any  settler  may  be 
entitled  under  the  provisions  of  this  Act,  shall  be  subject 
to  such  selection. 


AN  ACT 

To  provide  for  the  Location  and  Sale  of  the  unsold 
portions  of  the  five  hundred  thousand  acres  of  Land 
donated  to  this  State  for  School  Purposes,  and  the 
seventy-two  sections  donated  to  this  State  for  the 
use  of  a  Seminary  of  Learning. 

The  People  of  the   State  of   California,  represented  in  Senate  and 
Assemhli/y  do  enact  as  follows : 

Section  1.  The  unsold  portion  of  the  five  hundred  thousand 
School  Lands,  acres  of  land  donated  to  this  State  for  School  purposes, 
and  the  seventy-two  sections  of  land  donated  to  the  State  for  the  use 
of  a  Seminary  of  Learning,  shall  be  located  and^disposed  of  as  here- 
inafter provided. 

Section  2.  The  Governor  of  the  State  of  California  is  hereby 
Locating  Aprents.  authorized  to  appoint  and  commission  one  suitable  and 
eoi^i-petent  person  for  each  .of  the  United  States  Land  Districts  of 
this  State,  whose  duty  it  shall  be  to  locate  the  land  named  in  the 
first  Section  of  this  Act,  in  the  manner  and  for  the  purposes  herein- 
after prescribed ;  the  said  persons  to  be  called  Locating  Agents  of 
the  State,  to  be  commissioned  by  the  Governor ;  and  they  shall,  be- 
fore entering  on  the  discharge  of  their  duty,  take  and  subscribe  an 
oath,  and  also  give  bonds,  in  the  sum  of  five  thousand  dollars,  for  the 
faithful  discharge  of  their  duties  as  prescribed  in  this  Act. 

Section  3.  The  Agents  so  appointed,  as  aforesaid,  shall,  as  soon 
Agents  shall  ^^  practicable,  proceed  to  obtain  the  consent  of  such  of 
locate.  ^^Q  settlers  on  the- public  lands  of  the  United  States,  as 


STATE    SCHOOL    LANDS.  125 

may  choose  to  avail  themselves  of  the  benefits  of  this  Act,  and  also 
the  request  of  persons,  other  than  settlers  on  the  public  lands,  who 
wish  to  purchase  lands,  under  the  provisions  of  this  Act,  which  said 
consent,  or  request,  as  the  case  may  be,  shall  be  accompanied  with  the 
affidavit  of  the  person  wishing  to  purchase  said  land,  and  two  disinter- 
ested persons,  subscribed  and  sworn  to  before  a  Justice  of  the  Peace, 
or  Notary  Public,  that  there  is  no  valid  claim  existing  upon  the  land 
so  desired,  adverse  to  the  claim  of  the  person  making  such  application 
for  location  -,  and  whenever  such  consent,  or  request,  shall  have  been 
so  obtained,  under  such  forms  as  the  Governor  may  prescribe,  the  said 
Agent  shall  apply  to  the  Register  and  Receiver  of  their  respective 
Land  Offices,  to  permit  said  location  to  be  made,  in  the  name  of  the 
State  of  California,  as  a  part  of  the  land  described  in  section  first  of 
this  Act,  and  if  so  permitted,  said  Agent  shall  make  such  location, 
in  conformity  to  the  laws  and  regulations  of  the  United  States. 

Section  4.  The  Agent  shall  not  locate  more  than  three  hundred 
and  twenty  acres,  either  directly  or  indirectly,  for  any  one  stipulation. 
person. 

Section  5.  AVhenever  such  settler,  or  person,  shall  give  his  con- 
sent, or  make  his  request,  as  the  case  may  be,  to  the  ^pp^o^g^by 
agent,  to  have  his  land  located,  under  this  Act,  said  agent  ^-  '^• 
shall  accept  such  offer,  under  the  following  conditions:  That  if  said 
location  be  made  and  approved  by  the  United  States,  it  shall  be  for 
the  use  and  benefit  of  such  applicant,  on  his  complying  with  all  the 
conditions  and  provisions  of  this  Act. 

Section  6.  The  said  person,  whose  location  has  been  thus  made, 
shall  have  the  right  to  receive  a  certificate  of  purchase  certificate  of  por- 
for  the  same,  by  paying  one  dollar  and  twenty-five  cents  *^''^- 
per  acre,  and  interest,  at  the  rate  of  ten  per  cent,  per  Pnce  per  acre. 
annum,  from  the  date  of  the  location  in  the  United  interest. 
States  Land  Office ;  or  if  said  purchaser  prefer,  he  may  pay  twenty-five 
per  cent,  of  the  purchase  money,  and  one  year's  interest  on  the  bal- 
ance, in  advance,  and  the  Register  of  the  State  Land  Office  shall 
deliver  to  him  a  certificate  of  purchase ;  Provided,  that  the  Legisla- 
ture may  by  law  require  the  payment  of  the  balance  due  at  any  time 
after  one  year  from  the  date  of  approval  by  the  General  Government; 
And  provided  further,  that  if  the  purchaser  fail  to  pay  the  interest, 
as  prescribed  in  this  Act,  or  to  pay  the  balance  due  when  thereunto 
required  by  any  law  of  this  State,  said  purchaser  shall  forfeit  to  the 
School  Fund  all  money  paid  thereon,  either  in  principal  or  interest, 
together  with  all  right,  title,  claim,  or  interest,  to  said  lands,  and  any 
other  person  may  purchase  the  same,  on  the  same  conditions  as  im- 
posed by  this  Act  upon  the  original  purchaser. 

Section  7.  The  Locating  Agent  shall  prepare  and  keep  a  complete 
register  of  all  lands  located  under  the  provisions  of  this  Registry  of 
Act,  containing  a  description  of  the  same,  by  sections,  ^'^'^^• 
and  parts  of  sections,  township  and  range,  appended  to  the  names  of 
purchasers,  in  alphabetical  order,  and  the  county  in  which  said  lands 
are  situated,  and  certify  a  copy  thereof  to  the  Register  of  the  State 
Land  Office. 


126  STATE    SCHOOL    LAKDS. 

Section  8.  The  said  Agents  shall,  in  like  manner,  in  the  name  of 
Township  i/inds.  the  State,  for  the  use  of  the  particular  township  requir- 
ing such  location  to  be  made,  locate  lands  in  lieu  of  any  sixteenth  or 
thirty-sixth  sections,  or  parts  of  sections,  appropriated  by  Law  of 
Congress  to  other  uses,  or  which  may  be  unfit  for  cultivation,  accord- 
ing to  the  laws  of  the  United  States,  whenever  thereunto  requested 
by  the  person  authorized  by  the  Board  of  Supervisors  of  any  County 
in  this  State,  to  select  land  in  lieu  of  those  otherwise  appropriated ; 
said  Agent  to  keep  the  like  Register,  and  furnish  the  like  reports  as 
provided  for  in  section  seven  of  this  Act,  and  also  to  the  Register  of 
the  Land  Office  a  complete  and  perfect  description  of  the  lands 
relinquished,  by  section,  township  and  range,  and  the  reasons  why 
said  lands  were  relinquished ;  and  the  Board  of  Supervisors  of  the 
County  for  which  the  locations  were  made,  shall  pay  said  Agent  the 
same  fees  as  are  allowed  in  other  cases. 

Section  9.  It  shall  be  the  duty  of  the  Board  of  Examiners,  c  re- 
Money  set  apart  to  ^ted  by  an  Act  approved  April  sixteenth,  one  thousand 
purchase  bonds,  ^jg]^!^  huudrcd  and  fifty-six,  entitled  '^An  Act  for  the 
better  protection  of  the  State  Treasury,"  whenever  it  shall  appear 
to  said  Board  that  the  Treasurer  of  the  State  has  received  into  the 
Treasury  the  sum  of  ten  thousand  dollars  or  upwards,  paid  in  as  pur- 
chase money  for  land,  under  the  provisions  of  this  Act,  to  purchase 
bonds  of  the  Civil  Funded  Debt  of  this  State,  issued  since  the  First 
day  of  January,  A.  D.  eighteen  hundred  and  fifty-eight,  to  the 
amount  said  money,  paid  in  as  aforesaid,  will  purchase  at  the  lowest 
value  at  which  they  may  be  purchased,  after  advertising  for  two  weeks 
Propos^ais.  in  ouc  daily  newspaper  published  in  the  city  of  San  Fran- 

cisco, and  one  in  the  city  of  Sacramento,  for  sealed  proposals  for  the 
sale  of  said  bonds.  The  said  Board  shall  open  said  proposals  at  the 
time  and  place  specified  in  said  publication,  in  the  presence  of  the 
Treasurer  and  Controller  of  State,  and  accept  only  such  proposals  as 
offer  bonds  at  the  greatest  discount,  to  the  amount  the  funds  in  the 
Treasury,  paid  in  as  purchase  money  for  School  Lands,  will  purchase. 
Said  Board  shall  audit  the  amount  due  said  bidder,  or  bidders,  for  his 
or  their  bonds,  which  amount  shall  be  paid,  on  the  order  of  said 
Board,  by  the  Treasurer,  and  said  Board  of  Examiners  shall  deliver 
said  bonds  to  the  Treasurer,  who  shall  keep  said  bonds,  as  a  special 
School  Fund.  dcposit,  in  his  custody,  marked  "  School  Fund,"^  to  the 
credit  of  the  School  Fund ;  Provided,  hoivever,  that  no  bonds  shall 
be  purchased  at  more  than  par  value.  All  interest  paid  into  the 
Treasury  under  the  provisions  of  this  Act  shall  be  subject  to  the 
order  of  the  Board  of  Education. 

Section  10.  At  the  expiration  of  one  year  from  the  passage  of 
seminaiy  Fund,  tliis  Act,  tlic  Board  of  Examiucrs  shall  take,  and  use, 
fifty-seven  thousand  six  hundred  dollars  of  any  money  belonging  to 
the  School  Fund,  for  the  purpose  of  buying  bonds,  in  the  same  man- 
ner as  prescribed  in  the  preceding  section  of  this  Act;  and  when 
said  bonds  have  been  so  purchased,  they  shall  be,  in  like  manner, 
delivered  to  the  Treasurer  of  State,  and  kept  by  him  as  a  special  de- 
posit, marked  <'  Seminary  Fund,^'  to  the  credit  of  said  Fund.     All 


STATE    SCHOOL    LANDS.  127 

interest  paid  into  the  Treasury,  on  said  Seminary  Bonds,  shall  be  in- 
vested in  State  Bonds,  in  the  same  manner  as  hereinbefore  provided 
for. 

Section  11.  The  Locating  Agents,  appointed  under  the  provisions 
of  this  Act,  shall  have  the  right  to  demand,  as  a  fee  for  their  Agents'  Fees. 
seiTices,  the  sum  of  six  dollars  for  each  location  made  by  them. 

Section  12.  An  Act  passed  May  third,  A.  J),  one  thousand  eight 
hundred  end  fifty-two,  entitled  "  An  Act  to  provide  for  Act  repealed, 
the  disposal  of  the  five  hundred  thousand  acres  of  land  granted  to 
this  State,  by  Act  of  Congress,  passed  April  fourth,  A.  D.  one  thou- 
sand eight  hundred  and  forty-one,"  and  an  Act  passed  May  seventh, 
A.  D.  one  thousand  eight  hundred  and  fifty-five,  entitled  "  An  Act  to 
provide  for  the  selection  of  land  donated  by  the  United  States  to  this 
State,  for  the  support  of  common  Schools,  and  for  the  erection  of  pub- 
lic buildings,"  and  all  other  Acts,  conflicting  with  the  provisions  of 
this  Act,  are  hereby  repealed ;  Provided^  liowever,  that  Proviso. 
all  School  Land  Warrants,  now  in  circulation,  shall  be  received  for 
School  Lands,  and  may  be  located  as  now  provided  by  law ;  And,  pro- 
vided, aho,  that  all  certificates  of  land,  located  under  the  provisions 
of  an  Act  passed  May  third,  A.  D.  one  thousand  eight  hundred  and 
fifty-two,  entitled  ''  An  Act  to  provide  for  the  disposal  of  the  five  hun- 
dred thousand  acres  of  land  granted  to  this  State  by  Act  certificates  made 
of  Congress,  passed  April  fourth,  A.  D.  one  thousand  '■^'**- 
eight  hundred  and  forty-one,"  which  have  been  recorded  by  the  Re- 
corders of  the  counties  of  this  State,  are  hereby  made  and  declared 
to  be  valid  and  effectual,  to  all  intents  and  purposes,  as  though  such 
certificate  had  been  recorded  by  the  Clerk  of  the  County  Court,  under 
the  provisions  of  section  eleven  of  the  said  Act. 

Section  13.  That  portion  of  the  five  hundred  thousand  acres  of 
land,  and  the  seventy-two  sections  of  Seminary  Land,  Public  domain, 
authorized  to  be  sold  by  the  provisions  of  this  Act,  shall  be  deemed 
and  held  to  be  a  portio  j  of  the  '"public  domain"  of  this  State,  with- 
in the  meaning  of  the  sixth  section  of  an  Act  creating  a  State  Land 
Office  for  the  State  of  California,  passed  A.  D.  one  thousand  eight 
hundred  and  fifty -eight. 

Approved  April  23d,  1858. 


128  STATE    SCHOOL    LANDS. 


AN   ACT 

To  provide  for  the  Sale  of  the  Sixteenth  and  Thirty- 
Sixth  Sections  of  Land  donated  to  this  State  for 
School  Purposes,  by  Act  of  Congress,  passed  March 
3d,  A.  D.  1853. 

The  People  of  the  State  of  California,  represented  in  Senate  and 
Assembly,  do  enact  as  folloics  : 

Section  1.  In  all  congressional  townships  in  which  there  are  fif- 
saie of  School  *^^°  whitc  houscholders,  the  Board  of  Suj^ervisors  of  the 
Lands.  county  shall  have  the  right  to  sell  the  sixteenth  and  thir- 

ty-sixth sections  of  land  donated  by  Congress  to  this  State  for  School 
purposes,  or  such  land  as  has  been,  or  may  be  selected  in  lieu  thereof; 
upon  the  petition  of  a  majority  of  such  householders,  the  Board  of 
Supervisors  of  the  county,  in  which  such  land,  or  the  greater  portion 
thereof,  is  situated,  shall  make  an  order,  a  copy  of  which  shall  be 
furnished  the  Sheriff,  directing  him  to  expose  said  lands  for  sale  to 
the  highest  bidder,  at  the  Court  house  door,  during  a  regular  term  of 
Price  per  acre,  the  District  Court,  at  not  less  than  two  dollars  per  acre, 
having  first  given  three  months'  notice  in  some  newspaper  published 
in  the  county,  and  posted  notices  of  such  sale  at  three  of  the  most 
public  places  in  the  township,  describing  the  land,  where  situated, 
when  and  where  to  be  sold  ;  and  if  no  newspaper  be  published  in  the 
county,  by  posting  up  like  notices  in  the  county,  and  three  more  in 
the  townships,  as  above  named,  for  the  same  length  of  time ;  said 
lands  to  be  sold  in  lots  of  not  less  than  forty,  nor  more  than  one 
hundred  and  sixty  acres,  unless  in  cases  hereinafter  provided  for. 

Section  2.  If,  after  such  sale,  any  part  of  the  land  remains  un- 
Disposai  of  sold,  the  Sheriff  of  the  county,  if  the  Board  of  Supervi- 
remainder.  g^j-g  (Jecm  it  propcr,  and  make  an  order  to  that  effect, 
shall,  once  in  each  year,  offer  said  lands  for  sale,  by  giving  notice  in 
the  same  manner  as  hereinafter  provided. 

Section  3.  Whenever  the  inhabitants  of  any  Congressional  town- 
Reiinquishand  s^^P?  ^^J,  ^J  ^uy  law  of  Cougrcss,  acquirc  the  right  to 
exchange.  relinquish  their  sixteenth  or  thirty-sixth  sections,  and 

select  other  lands  in  lieu  thereof,  upon  any  of  the  unoccupied  agri- 
cultural lands  of  this  State,  a  majority  of  the  voters  of  the  township 
shall  make  known  their  intention  to  relinquish  to  the  Board  of  Su- 
pervisors of  the  county,  and  said  Board  shall  authorize  the  Commis- 
sioner of  Common  Schools  of  the  county  to  make  the  selections,  who 
shall  conform,  in  all  respects,  to  the  law  of  Congress  giving  the  right ; 
and  if  said  lands  be  located  in  any  other  county,  they  shall  be  sold  or 
managed  as  herein  provided  for  the  sale  or  management  of  the  six- 
teenth or  thirty-sixth  sections  proper ;  the  Commissioner  shall  certify 


STATE    SCHOOL    LANDS.  129 

to  the  Locating  Agent  of  his  Land  District,  the  section,  or  parts  of 
section,  township,  and  range,  of  the  lands  relinquished,  and  the 
same  of  the  lands  selected  in  lieu  thereof,  together  with  the  cause 
of  the  relinquishment  of  said  lands,  and  by  what  county  the  lands 
are  relinquished,  and  in  what  county  selected  in  lieu  thereof,  and 
request  said  Agent  to  make  the  location  in  the  proper  land  office ; 
and  when  the  Cxovernor  of  the  State  shall  be  notified  of  the  appro- 
val of  said  location  by  the  General  Grovcrnment,  he  shall  Appro>^. 
cause  the  same  to  be  certified  to  the  Board  of  Supervisors  of  the 
county  for  which  such  location  was  made. 

Section  4.  In  case  the  sixteenth  or  thirty-sixth  section  be  in  the 
vicinity  of  a  town  or  city,  it  shall  be  lawful,  on  the  peti-  Laid  off  in  lots. 
tion  of  two-thirds  of  the  legal  voters  of  the  township  in  which  the 
same  is  situated,  for  the  Board  of  Supervisors  to  make  an  order  au- 
thorizing the  Trustees  of  Common  Schools  of  such  township  to  cause 
such  sixteenth  or  thirty-sixth  section  to  be  laid  off  in  lots  of  a  less 
size  than  forty  acres,  and  to  lay  out  such  streets  and  alleys,  and 
roads,  and  to  appropriate  such  portion  thereof,  as  they  may  deem 
necessary  for  sites  for  School  Houses,  Churches,  and  pleasure  grounds, 
and  order  the  Sheriff  to  sell  the  lots  as  hereinbefore  directed. 

Section  5.  In  all  cases  where  the  sixteenth  or  thirty-sixth  sec- 
tions were  settled  upon  and  improved  before  the  survey  seii  to  setnere. 
was  made,  the  owner  or  owners  of  the  same  may  purchase  said  lands 
at  two  dollars  and  fifty  cents  per  acre,  either  by  paying  the  money,  or 
giving  bonds,  as  hereinafter  pro-\^ded  for ;  Provided,  the  authorities 
interested  shall  prefer  the  money  to  making  another  location. 

Section  6.  The  purchaser  shall,  in  all  cases,  give  bond,  with 
good  and  approved  security,  to  be  approved  by  the  Board  security. 
of  Supervisors,  payable  five  years  afterdate,  to  the  county,  for  the  use 
of  the  inhabitants  of  the  township  to  which  the  land  belonged,  bear- 
ing interest  at  the  rate  of  ten  per  cent,  per  annum,  from  date,  until 
paid,  which  bo&d  shall  be  returned  by  the  Board  of  Supervisors  of 
the  proper  county,  and  by  them  deposited  in  the  office  cf  the  Trees- 
urer  of  the  county,  and  a  duplicate  thereof  with  the  County  Auditor. 

Section  7.  The  interest  on  the  bonds  shall  be  paid  semi-annually 
to  the  County  Treasurer,  which  interest,  in  case  a  School  interests, 
is  organized  and  kept  according  to  law  in  the  township,  shall  be  sub- 
ject to  the  order  of  the  Superintendent  of  Common  Schools  for  the 
county ;  but  if  no  school  is  kept  according  to  law,  then  said  interest  to 
be  loaned  out  by  the  Treasurer,  secured  by  unincumbered  real  estate 
of  at  least  treble  the  value  of  the  money  so  loaned,  in  manner  to  be 
approved  by  the  Board  of  Supervisors,  which  approval  shall  be  en- 
tered in  the  minutes  of  their  proceedings. 

Section  8.  The  Board  of  Supervisors  shall  cause  to  be  made  out 
and  certified  to  the  Surveyor  General,  an  abstract  of  all  Abstract  of  Lands 
lands  sold  for  their  county,  as  sixteenth  and  thirty-sixth  sections,  as 
also  an  abstract  of  all  lands  relinquished,  and  lands  selected  in  lieu 
thereof;  and  when  the  purchase  money,  together  with  all  interest 
14 


180  STATE  SCHOOL  LANDS. 

due  thereon,  is  paid,  the  Board  of  Supervisors  shall  make  and  certify, 
to  tlie  Secretary  of  State,  a  statement,  showing  the  tracts  of  land  for 
which  payment  has  been  made. 

Section  9.  At  the  time  of  the  sale,  the  Sheriff  shall  make  and 
Certificate.  dcUver  to  the  purchaser,  a  certificate  of  purchase,  descii- 
bing  the  land  sold,  the  number  of  acres,  and  the  amount  of  purchase 
money,  and  the  manner  in  which  payment  is  received ;  and  such  cer- 
tificate, after  full  payment  has  been  made,  shall  entitle  the  purchaiser 
to  a  patent  for  the  land. 

Section  10.  Upon  the  receipt  of  the  statement  mentioned  in  section 
Patents  to  issue,  eight  of  this  Act,  by  the  Secretary  of  State,  showing  tho 
lands  paid  for,  and  by  him  reported  to  the  Governor,  the  Governor 
shall  make  out,  in  the  name  of  the  State,  patents  for  said  lands,  and 
after  having  the  same  recorded  by  the  Secretary  of  State,  in  a  book  to 
be  kept  for  that  purpose,  shall  forward  the  same  to  the  Board  of  Su- 
pervisors of  the  proper  county,  to  be  by  them  delivered  to  the  per- 
sons entitled  thereto,  upon  the  presentation  and  surrender  of  the 
original  certificate,  which  shall  be  filed  and  kept  by  the  Board. 

Section  11.  Patents  issued  by  virtue  of  this  Act,  shall  be  signed 
Purchase  money,  by  tlic  Govcmor,  countcrsigned  by  the  Secretary  of 
State,  and  attested  by  the  great  seal  of  the  State  of  California.  A 
purchaser  may  pay  the  purchase  money  at  the  time  of  sale,  and  en- 
title himself  to  a  patent  therefor,  as  soon  as  the  same  can  be  issued, 
in  which  case  the  amount  of  cash  received  shall  be  loaned  out  and 
secured  in  the  same  manner  as  provided  in  section  seven  for  interest 
receipts. 

Section  12.  Whenever  the  Board  of  Supervisors  may  deem  the 
Additional secu-  sccurity  for  the  payment  of  any  bond  for  the  purchase  of 
"ty.  any  township  School  lands  insufficient,  they  may  require 

other  and  additional  security,  and  upon  failure  to  give  such  additional 
security,  the  contract  shall  be  deemed  void,  and  the  Board  of  Super- 
visors shall  forthwith  proceed  to  collect  the  amount  due  on  account  of 
such  sale,  as  if  no  time  had  been  given  for  the  paynaent  thereof; 
Provided,  that  said  land  shall  always  be  subject  to  a  lien  for  the  pur- 
chase money,  and  the  interest  thereon,  until  the  whole  amount 
thereof  is  fully  paid. 

Section  13.  The  Sheriffs  of  the  respective  counties  in  which  any 
Sales  by  Sheriff,  lands  may  be  selected,  in  lieu  of  those  relinquished,  shall 
sell  such  lands  under  the  same  regulations  as  are  prescribed  in  the 
preceding  sections  of  this  Act.  Said  lands  to  be  sold,  however,  only 
upon  the  order  of  the  Board  of  Supervisors  of  the  county  for  which 
the  land  is  selected ;  and  when  said  Sheriff  has  sold  the  same  accord- 
ing to  the  order,  he  shall  take  a  bond,  payable  to  the  county,  for  the 
use  and  benefit  of  the  inhabitants  of  the  township  for  which  the  land 
was  selected,  with  good  and  sufficient  security,  approved  by  the  Board 
of  Supervisors  in  the  county  where  the  land  is  situated,  and  trans- 
mit the  same  to  the  Board  of  Supervisors  of  the  county  to  which  it 
properly  belongs. 


STATE    SCHOOL    LANlJl^^-     ^=^s  131 

■'  '1^  :■■-■,.'    ■ 

Sectiox  14.  In  all  cases  where  lands  are  selected  and  located  in 

the  Land  Office  of  the  District,  the  Surveyor  General  shall  Descripiion. 
immediately,  upon  notice  of  such  approval  of  such  location,  by  the 
General  Government,  make  out  and  certify  to  the  Recorders  of  each 
county,  a  certificate,  showing  the  particular  description  of  the  land, 
by  section,  township,  and  range,  the  number  of  section,  township  and 
range,  and  the  county  for  which  they  were  selected,  which  certificate 
shall  be  recorded  by  the  Recorder  of  such  county,  and  a  certified 
copy  thereof  shall  be  evidence  in  any  Court  of  record. 

Section  15.  All  moneys  arising  from  the  sale  of  land,  under  the 
provisions  of  this  Act,  shall  be  set  apart  as  a  permanent  school  Fund. 
School  Fund,  and  the  interest  thereof  only  appropriated  for  the  sup- 
port and  maintenance  of  Common  Schools  in  the  township  to  which 
the  land  belonged,  from  the  sale  of  which  the  money  accrued. 

Section  16.  The  Sheriff,  Treasurer  and  Recorder,  shall  receive 
such  compensation  for  their  services  as  may  be  allowed  by  compcMation. 
the  Board  of  Supervisors. 

Section  17.  If  any  person  shall,  after  the  United  States  surveys 
have  been  made,  commit  waste,  trespass,  or  other  injury,    Tresp«ra. 
upon  any  School  lands  in  this  State,  or  upon  any  improvements  there- 
on, the  person  so  oftcnding  shall,  upon  conviction  thereof,  be  fined  in 
any  sum  not  exceeding  one  thousand  dollars. 

Section  18.  All  civil  officers,  upon  information,  upon  oath,  or 
upon  their  own  knowledge,  shall  cause  any  person  commit-  Punishment. 
ting  any  of  the  offenses  mentioned  in  the  preceding  section,  to  be 
brought  before  them  by  like  process  as  in  criminal  cases,  and  to  en- 
ter recognizance  for  their  appearance  at  the  Court  of  Sessions  of  the 
county,  on  the  first  day  of  the  next  term  thereafter,  and  in  default  of 
recognizance,  commit  such  person  to  the  county  jail,  until  the  next 
term  of  the  Court  of  Sessions. 

Section  19.  All  fines,  penalties,  and  forfeitures,  accruing  under 
the  p^avi^ions  of  this  Act,  shall  be  paid  into  the  treasury    Fines,  etc 
of  the  county,   for  the  use  of  the  inhabitants  of  the  township  to 
which  the  land  belonged,  on  which  the  waste  or  trespass  was  com- 
mitted. 

Section  20.  The  District  Attorneys,  within  their  respective  coun- 
ties, shall  prosecute  all  suits  for  the  recovery  of  moneys  suits. 
which  arc  due  on  contracts  made  in  pursuance  of  the  provisions  of 
this  x\ct. 

Section  21.  An  Act  entitled  an  Act  to  provide  for  the  selection 
of  lands  donated  to  this  State,  for  the  support  of  Common  Act  repealed. 
Schools,  or  for  the  erection  of  public  buildings,  or  so  much  thereof 
as  relates  to  the  sixteenth  and  thirty-sixth  sections  of  land,  approved 
May  5th,  1855,  is  hereby  repealed ;  Provided,  that  all  selections  of 
laud  made  under  the  provisions  of  that  Act  are  hereby  made  valid 
and  binding. 

Approved  April  26,  1858. 


132  STATE  SCHOOL  LANDS. 

Concurrent  Resolutions  relative  to  the  Sixteenth  and 
Thirty-Sixth  Sections  of  Land. 

[PASSED   FEBRUARY   8,    1856.] 

Whereas,  The  mountain  Districts,  and  other  portions  of  tLe  State 
Preamble.  are  unsurvcyed  by  the  General  Government,  by  means  of 

which  said  Districts  cannot  avail  themselves  of  the  benefits  of  the 
donations  of  the  Sixteenth  and  Thirty-Sixth  Sections  of  Land  to  each 
township,  for  School  Purposes  therein,  made  by  an  Act  of  Congress, 
passed  March  third,  one  thousand  eight  hundred  and  fifty-three ;  And 
whereas,  it  is  the  plain  intent  and  meaning  of  the  Law  of  Congress, 
that  every  Township  in  this  State  shall  be  entitled  to  two  Sections  of 
Land  for  School  purposes ;  A7id  ichereas,  said  Districts  are  densely 
populated  by  an  industrious  and  enterprising  people :  Therefore, 

Resolved,  By  the  Senate,  the  Assembly  concurring,  that  our  Sen- 
Appropriation  ^^^rs  bc  iustructcd,  and  our  Representatives  in  Congress 
p.ayedfor.  rcqucsted,  to  uso  their  influence  to  secure  an  appro- 
priation for  the  Land  District  of  California,  that  will  enable  the  Sur- 
veyor General  for  this  State  to  complete  the  surveys  named  in  the 
preamble  to  these  resolutions,  as  speedily  as  possible,  and  that  they 
take  such  other  measures  as  will  secure  the  speedy  accomplishment 
of  th^  desired  object. 

Resolved,  That  our  Senators  be  instructed,  and  our  Representa- 
i>ocatetwoSec-  ^^^^^  i^  Cougrcss  rcqucstcd,  to  secure,  if  possible,  the 
t-ons-  passage  of  a  Law  by  Congress  donating  to,  and  author- 

izing the  inhabitants  of  the  Townships  of  the  mountain  Districts  of 
this  State,  or  any  Township  not  provided  for  with  School  Lands, 
to  locate  two  Sections  of  land  upon  any  of  the  unappropriated  agri- 
cultural lands  of  this  State. 

Resolved,  His  Excellency,  the  Governor,  be  requested  to  furnish 
each  of  our  delegation  in  Congiess,  and  the  Secretary  of  the  Interior, 
with  a  copy  of  the  above  preamble  and  resolutions. 


STATISTICS 


SCHOOLS   IN   CALIFORNIA 


I 


COUNTIES. 

CHILDREN-    REPORTED    BT    CEMSUS. 

NO. 

OP 

SCHOOLS.* 

NO. 

OP  TEACHEES.* 

1853.* 

1854.  j    1J^55. 

1    1856. 

itbi. 

1854 

6 
5 
3 
5 
5 

""l4 
3 

1 
6 
1 
2 

2 
4 
3 
4 

"l7 

4 

1 

12 

14 

1855 

7 
4 
6 
9 
1 
14 
4 

'■"*5 

"'*2 

""'j 

6 

6 

3 

1 

18 

7 

1 

16 

17 

1 

""3 
15 

2 
4 
2 
1 
9 
23 
2 
3 

"*i 

1 

8 

4 
7 

;1?56 

14 
3 
7 
6 

10 

"Ti 
5 

1 

6 
3 

8 

10 

6 

4 

1 

26 

16 

1 

30 

20 

6 

"1*6 
...... 

4 

34 
3 
5 
1 

■■"2 

11 

6 

14 

1857 

le 

10 
9 

12 

12 
6 

19 
5 

'""i 

•"4 

3 

6 

13 

8 
15 

1 
31 
18 

1' 
24 
22 

■""5 

2 
18 
3 
5 
6 
5 
11 
28 
2 
6 
2 
1 
2 
8 
8 
14 

1S54 

6 
5 
3 
5 
5 

"14 
3 
1 
7 
1 
2 



3 
4 
5 
4 

"iV 

8 

1 

45 

17 

"12 
4 
3 
2 
1 
6 
15 

"i 
""i 

2 

4 
3 

1865 

9 
9 
5 
8 

12 
1 

16 
4 

""■9 

■■"■3 

""s 

7 

7 

4 

1 

18 

9 

1 

47 

21 

1 

■■"■4 

15 
6 
6 
2 
1 
10 
31 

•"■4 

""1 

1 
8 
8 

7 

1:66! 1857 1 

•Uameda 

Amador 

Butte 

1 

i       339 

55 

209 

258 

1       677 
432 
247 
325 
480 

745 
865 
275 
527 
687 
29 
1400 
186 

j       847 

469 
667 
661 

1039 
986 
683 
72S 
633 
237 

1812 
254 

19 
4 
7 
9 

16 

"*i9 
5 

"ii 
1 

7 

A 

'? 

4 

1 
26 
16 

2 
70 
25 

'""i 

"1*8 

4 

7 
35 
3 
5 
1 

*""3 

12 

6 

16 

21 
16 
13 
14 
17 

8 
19 

5 

"i'6 
•"4 

3 

6 

15 

9 

21 
2 
33 
18 
2 
58 
23 

""■5 

2 
27 

9 

6 

8 

5 
12 
41 

3 

6 

2 

I 

12  , 

12 

16 

Calaveras 

Contra  Costa... 
Colusa 

Kl  Dorado 

Humboldt 

Klamath 

Los  Angeles.... 

54 

31 

908 

1195 
186 
42 

1191 
155 
121 

1733 
227 

1522 
270 
224 

1584 
31 
263 
106 
871 
635 
853 
508 
99 

2223 

1042 
123 

4751 

1267 

3-25 

•    315 

819 

1678 
618 
323 
398 
246 
836 

1694 

178 

236 

73 

1705 

325 

300 

115 

816 

911 

1046 

854 

97 

2831 

1142 

188 

5070 

1707 

Mariposa 

Merced 

181 

Monterey 

Napa. 

507 
1 

627 
349 
655 
300 
41 

1930 

402 

99 

3147 
99J 

993 

477 

760 

161 

93 

2137 

838 

117 

494) 

1103 

332 

Nevada 

Placer 

jPluraas 

209 
9o 

[Sacramento.... 
jS.  Birnardino.. 

San    Diego 

Sm  Francisco.. 
Sin  Joaquin... 
S.  Luis  Obispo 
San  Mateo 

1175 

196 



3252 
301 
3J0 

374 
977 

1967 
676 
370 
423 
386 

1114 

2231 
197 
276 
192 
118 
161 

1239 
571 

1042 

"ii 

4 
3 
2 
1 
6 
15 

"i 
'""i 

2 
4 
3 
2 

Santa  Barbara 
Santa    Clara... 

SanU  Cruz 

Shasta 

347 
1343 

2  45 

194 
96 
70 

484 
99 

632 

1751 

319 

317 

241 

157 

641 

1253 

74 

193 

80 

82 
803 
477 

438 

1617 

424 

336 

189 

93 

674 

1021 

81 

78 

42 

78 

489 
3U 

364 

Sierra 

Siskiyou 

Solano 

Stanislaus 

Sutter 

Teliama 

Trinity __. 

Tulare 

35 

88 
1115 
37H 

854 

Tuolumne 

Yolo 

19 

Yuba. 

212 

Totals 

11,242! 

19,472 

26,077 

33,039! 

35,722' 

163 

227 

313 

367 

214; 

301 

399 

4S6 

*In  the  year  1853,  there  were  53  Schools  and  56  Teachers. 


OFFIOEHS 


CONNECTED   WITH 


THE  SCHOOL  DEPAHTMET^T 


STATE   BOARD   OF   EDUCATION: 

JOHN  B.  WELLER,   Governor. 
HORACE  A.  HIGLEY,   Surveyor  General. 
ANDREW  J.  MOULDER,  Sup.  Pub.  Instruction, 


bup't.  of  public  instruction, 
ANDREW   J.    MOULDER 


COUNTY   SUPERINTENDENTS. 
COUNTY.  NAME.  RESIDENCE. 

Alameda, Wm.  W.  Brier, Alvarado. 

Amador E.  B.  Mclntire...... Sutter  Creek. 

Butte, B.  N.  Seymour, Oroville. 

Calaveras, Robert  Thompson, Mokelumne  Hill. 

Colusa, B.  M.  Hance, Colusa. 

Contra  Costa, E.  H.  Cjx, San  Ramon, 

El  Dorado, F.  H.  Harmon, Placerville. 

Humboldt, E.  H.  Howard, Humboldt. 

Klamath, Wm.  T.  Stevens, Orleans  Bar. 

Los  Angeles, Chas.  R.Johnson, Los  Angeles. 

Marin, John  Simms, San  Rafael. 


COUNTY   SUPERINTENDENTS.  135 

COUNTY.  NAME.  RESIDENCB. 

Mariposa, Angevine  Reynolds, Mariposa. 

Merced, B.  F.  Howell, Snelling. 

Monterey, J.  H.  Gleason, Monterey. 

Napa, J.  C.  Herron, Napa  City. 

Nevada, C.  T.  Overton, Nevada. 

Placer, Percival  C.  Millette, Aulmm. 

Plumas, J.  C.  Church, Quincy. 

Sacramento, Nelson  Slater, Sacramento. 

San  Bernardino, Ben.  Barton, San  Bernardino. 

San  Diego, Frank  Ames, San  Diego. 

San  Francisco, Henry  B.  Janes, San  Francisco. 

San  Joaquin, E.  W.  Hager, Stockton. 

San  Luis  Obispo, P.  A.  Forrester, San  Luis  Obispo. 

San  Mateo, James  Berry, Redwood  City. 

Santa  Barbara, A.  F.  Hinchman, Santa  Barbara. 

Santa  Clara, Mathew  Mitchell, San  Jose. 

Santa  Cruz, J.  F.  J.  Bennett, Santa  Cruz. 

Shasta, Grove  K.  Godfrey, Shasta. 

Sierra, Z.  W.  Keyes, Downieville. 

Siskiyou, George  F.  Price, Yreka. 

Solano, H.  M.  Lillie, Vallejo. 

Sonoma, Wm.  G.  Lee, Bodega. 

Stanislaus, Wm.  D.  McDaniel, La  Grange. 

Sutter, C.  E.  Wilcoxon, Yuba  City. 

Tehama, J.  R.  Bradway, RedBluffs. 

Trinity, M.  Ruch, "Weaverville.   . 

Tulare, Foster  D.  Master, Visalia. 

Tuolumne, George  S.  Evans, Sonora. 

Yolo, .....Henry  Gaddis, Cache  Creek. 

Yuba, Edward  B.  "Walsworth Marysville. 


I 


SCHOOL  TEUSTEES  AM  TEACHEKS. 


ALAMEDA 


TOWNSHIPS. 

DISTRICTS 

Southern 

TRUSTEES. 

TEACHERS. 

POST  0FFICE3. 

Oakland 

S.  E.  Alden 

Oakland 

A.  C.  Brown. 
Griffith  Henton. 

Oakland 

Northern 

William  Iragram... 
J.  R.  Walker. 
Thomas  Jeter. 

Miss  Emily  Alden 

Oakland. 

Oakland  City. 

R.  A.  Morse. 

Brooklyn 

J.  H.  Lutrell 

John  Taylor. 
Thomas  Eager. 

H.P.  Lathrop 

Brooklyn. 

Alameda 

Henry  Haile 

T.  J.  Nevins. 
N.  Palmer. 

Mrs.J.H.Nerins... 

Aldm^rlft. 

Union.... 

W.  P.  Rodgers 

Wm.  J.  Souther. 
P.  E.  Edmondson. 

G.  H.  Scott 

Eden 

...No.  1... 

Z.  Hughs 

William  Mattox. 
R.  Babcock. 

Mr  Abbv 

San    TiHTPnTrt 

Ed'nVale 

Eden 

...No.  2... 

William  Kennedy.. 
Joseph  Taylor. 
E.  F.  Dixon. 

Joseph  Sparrow... 

San  Lorenzo. 

Eden 

...No.  3... 

W.  C.  Blackwood.. 
C.  Anderson. 
J.  Marlen. 

Miss  L.  Blackwood 

San    TiHrpnTft 

Eden 

...No.  4... 

Wm.  M.  Liston 

F.  Van  Horn. 
Erastus  Root. 

Henry  Green 

Alvarado. 

Murray 

J    Fallen 

M.  E.  Higgins 

M.  Murry. 

B.  McLaughlin. 

Contra  Costa 
county. 

TRUSTEES  AND   TEACHERS. 


13T 


TOWNSHIPS. 

DISTRICTS 

TRUSTEES. 

TEACHERS. 

POST  OFFICES. 

"Washington... 

...No.  1... 

A.M.  Church....... 

C.  Cornell. 
A.  J.  Lowell. 

E.  Russell.,.,..,.... 

Alvarado. 

Washington... 

...No.  2... 

Robert  Blacow 

Robert  Beeching. 
WilUam  Tyson. 

E.  Russell 

CentreTillo. 

Washington... 

...No.  3... 

R.  B.  Donavan 

Richard  McClure. 
J.  M.  Horner. 

Ch.  P.  Clesson.,,,. 

Mission    de  . 
San  Jose. 

Washington... 

...No.  4... 

J.  R.  McDavid 

J.  M.  Moore. 
W.  H.  Mack. 

Miss  Ada  Moore... 

Centrev  ille. 

Washington... 

...No.  5... 

James  Hawley 

John  McCormic. 
Abram  Clark. 

Miss  E.  Everett..... 

Alyarado. 

AMADOR. 


Jackson 


lone  City, 


Pine  Grove. 


Drytown 


Sutter  Creek. 


Volcano. 


TRUSTEES 

A.  C.  Brown 

John  Murshett 

Wm.  McKim. 

J.  F.  Turner 

J.  H.  Stevens. 
S.  Love. 

Joshua  D.  Luttrell. 
A.  Leonard. 
A.  P.  Clough. 

G.  W.  Seaton 

R.  K.  Wick. 
C.  W.  Fox. 

N.  A.  Green 

W.  T.  Wildman: 
A.  Hayward. 

A.  N.  Ballard 

John  Turner. 
S.  B.  Boardman. 


TCACHEBS. 


A.  W.  Kerr. 
Mrs.  A.  W.  Kerr. 


J.  A.  Peters. 


Miss  Dane. 


H.  P.  Hinckson. 


E.  B.  Mclntire. 


M.  M.  Estee. 


138 


TRUSTEES  AND   TEACHERS. 


DISTRICTS. 

TRUSTEES. 

TEACHERS. 

Fidilletowii 

John  D.  "Williams 

W.  J.  Cosper. 

Amador 

D.  M.  Goff. 
J.  F.  Ostrom. 

W  S  Porter 

Buena  Vista 

D.  Barry. 
P.  Kusart. 

P.  Y.  Cool 

Josiah  T.  Joyner. 
Kytc 

Jackson  Valley 

Simon  Pronty 

Joseph  Lewis. 
Wm.  H.  Amick. 

R.  K.  Sexton 

A.  F.  Potter. 

Union  Church 

Clinton 

Hugh  Robinson. 
Michael  Tyraan. 

BUTTE 


TOWNSHIPS. 


Ophir 

Ophir 

Ophir 

Wyandotte. 
Wyandotte. 
Wyandotte. 


DISTRICTS. 


■No.  1. 


.No.  2. 


.No.  3. 


.No.  1. 


.No.  2. 


.No.  3. 


TRUSTEES. 

D.  W.  Cheesraan 

J.  G.  Downer 

T.  Fogg. 

N.  P.  Cartland... 
J.  Anthony. 
J.  Wheeler. 

John  Onyett 

J.  L.  Kister. 
Cleveland. 

Jacob  Snow 

Amos  Thatcher. 
R.  M.  Bills. 

J.  A.  Watson 

E.  Feller. 

W.  H.  Swain. 

C.  Dunkum 

G.  M.  Wilson. 
J.  D.  Forbes. 


TEACHERS. 


J.  B.  Chinn. 
Miss  M.  B.  Webb. 


Miss  Sarah  Knox. 


G.  W.  Boody. 


J.  Z.  Keetch. 


B.  Gumey. 


J.  Palmer. 


TRUSTEES  AND   TEACHERS. 


139 


CALAVERAS 


TOWNSHIPS. 

DISTRICTS. 

TRUSTEES. 

TEACHERS. 

4th 

No.l 

Campo  Seco 

James  McGilvery 

A.  G.  Phillips. 
T.  F.  Davis. 

Charles  Faville 

Mrs.  Ballard. 

6th ...~ 

No.l 

J  W.  "Willard. 

6th 

San  Andres..^ 

No.  2 

Upper  Calaveras 

No.l 

Mokelumne  Hill 

J.  W.  Willard. 

D.  H.  Manard. 

E.  R.  Purple 

E.  E.  Johnson. 

6th 

A.  BerdzhoflF. 
Anson  Brown. 

H.  M.  Sturges 

John  H.  Allen. 

T.  S.  Lousett. 
P.  C.  McKinnie. 

Mrs.  Foster. 

140 


TRUSTEES  AND   TEACHERS. 


TOWNSHIPS. 

DISTRICTS. 

TRUSTEES. 

TEACHERS. 

6th 

..No.  2 

A.  H.  Hoerchner 

J.  N.  Angier. 
George  Warner. 

E.  M.  Faunce 

Miss  Statzer. 

6th 

Pleasant  Springs 

No  3 

Mrs.  H.  A.  Morse. 

Chile  Gulch 

F.  Garland. 
L.  A.  Morse. 

L.  M.  Scheack 

6th 

No.  4 

Miss  H.  B.  FoulkeS. 

Golden  Gate 

Joel  Dickenson. 
Andrew  Young. 

Wm.  Walker. 
W.  B.  Butts. 
Wm.  C.  Bean. 

Wm.  Wells 

7th 

No.  1 

7th 

Cave  City 

No.  2 

Mrs.  M.  Winters. 
W.  W.  Derham. 

8th 

No.  1 

S.  G.  Briggs. 
B.  W.  Payne. 

S.  S.  Abbott 

9th 

Angel's  Camp 

No.  1 

John  Ward. 
D.  H.  Manard. 

Wm    Jones 

L.  G.  Morrill. 
Mrs.  Cain. 

A  R.  Gunnison. 

Murphy's 

Volney  Shearer. 
Riley  Senter. 

A.  Taylor 

9th 

No.  2 

M.  P.  Holmes. 

Vallicito 

John  Booth. 
M.  W.  Hall. 

John  H.  Ginter. 
Samuel  Stevenson. 
Wm.  Henderson. 

9th 

No.3 

Douglas  Flat 

COLUSA. 


DISTRICTS. 

TRUSTEES. 

POST   OFFICES. 

Colusa 

Wm.  H.  Turner 

No.  1 

0.  C.  Berky. 
D.  P.  Durst. 

C.  J    DiefendorfiF     .    .   . 

Grand  Island 

Grand  Island 

James  Graham. 
James  Girdner. 

James   Powell 

No.  2 

Grand  Island: 

Grand  Island 

F.  AV.  Wilkins. 
R.  P.  Rose. 

TRUSTEES   AXD   TEACHERS. 


t41 


DISTRICTS. 


TRUSTEES. 


No.  3 

Grand  Island 


...  ;R.  S.  Browning. 
...J.  X.  Cain. 
;H.  Pollock. 


Princeton 


;  Wm.  H.  Helphenstine. 
j  Thomas  C.  Hance. 
H.  C.  Grigsby. 


Union 


,  M.  Davis , 

|E.  McPaniels. 
B.  F.  Christopher. 


Plaza. 


iR.  H.Pratt.... 
j  Frame  King. 
!h.  L.  Hobart. 


POST   OFFICES. 


Grand  Island. 


Princeton. 


Princeton. 


Monroeyille, 


CONTRA    COSTA. 


TOWNSHIPS. 

DISTRICTS. 

TRUSTEES. 

POST   OFFICES. 

No.  1 

M.  R.  Barber 

Rev.  J.  W.  Brier. 

No.  2 

No.  1 

John  Baker. 

Albert  Wilks. 

No.  2 

No.  2 

Benjamin  Shrieve 

Lafayette. 

L.  M.  Brown. 

F.  G.  Beauchamp. 

No.  2 

No.  3 

Rev.  George  C.  Dean 

John  Linebarger. 
John  Shuey. 

Lafayette. 

No.2.„ 

No  4 

J.  R.  L.  Smith 

Lafayette. 

WilUam  Allen. 

No.  3 

No.  1 

J.  D.  Tabor 

Martinez. 

John  H.  Russell. 

Enoch  Huntsaker. 

No.  3. 

No.  2 

Wm.  H.  McNeill 

Martinez. 

James  H.  Clark. 

No.  3... 

No.  3.. 

Rev.  David  McClure 

Jeremiah  Morgan. 

Martinez. 

No.  3 

Nn    !i 

Martinez. 

*  *^     1 —  - 

Henry  Jackson. 
Thomas  Whitten. 

» 


142 


TRUSTEES  AND  TEACHERS. 


EL    DORADO. 


DISTRICTS. 

TRUSTEES. 

Colo  ma 

R.  Chalmers,  R.  V.  Clark,  A.  A.  Vangilder. 
John  T.  Swift,  Frank  Van  Camp,  T.  W.  Anabel. 
J.  J.  McFarnahan,  J,  R.  Munson,  Henry  Sotzen. 
William  Cromwell,  A.  Lohry,  W.  H.  Weidham. 
Powell  Crosley,  Edward  Elrod,  William  Stewart. 
f  Dr.  A.  Clark,  John  Kirk,  J.  S.  Titus. 
\  Rev.  Walter  Frear,  City  Superintendent. 
W.  P.  Earley,  G.  H.  Stout,  L.  Spencer. 
L.  Turner,  T.  B.  Rossington,  C.  G.  Carpenter. 
W,  F.  Leon,  Jackson  Spencer,  John  Wandell. 
W.  T.  Gibbs,  S.  Knox,  Samuel  Currier. 

Gold  Hill 

Cold  Spring 

Smith's  Fiat 

Placerville  City 

Upper  Placerville 

Dry  Creek 

John  Keller,  H.  D.  Robb.  Thomas  Breeze. 

Spanish  Flat 

E,  M.  Brooks,  William  Robertez,  H.  Tucker. 

Mud  Spring 

H.  Peary,  Charles  Roussin,  0.  B.  Wescott. 

Dr.  Edwards, Smith,  Robert  Kelly. 

T.  Lambert,  Captain  Worth,  William  Jenks. 
J.  H.  Miller,  Thomas  Hitchcock,  John  Graham. 
Samuel  Eusminger,  T.  G.  Gilbert,  H.  C.  Sloss. 
L.  B.  Curtis,  T.  M.  Birch,  Jacob  Winkleman. 

Buckeye  Flat 

French  Creek 

Cosumnes  Grove 

Indian  Diggings 

Greenwood 

Deer  Creek 

H.  L.  Parker,  F.  F.  Winchell. 

Clarksville 

William  Bissett,  G.  N.  Douglass. 

W.  Dorman,  H.  H.  Fries,  Conrad  Etzel. 

Thomas  Orr,  William  Brome,  Nehemiah  Haskell. 

Jay  Hawk 

Salmon  Falls 

Mountain 

William  Morris,  S    R.  Goddard  William  McKean. 

Biff  Bar 

A  H.  Saxton,  C.  Stanford,  W.  H.  Parkinson. 

LOS    ANCxELES. 


DISTRICTS. 


City  of 
Los  Angeles- 


El  Monte. 


San  Gabriel... 


San  Juan. 


Santa  Anna.. 


TRUSTEES. 


Dr.  T.  J.  White 

L.  Jayinski. 

A.  F.  Coronel. 

E.  J.  C.  Kewen,  City  Superinten't 


David  Lewis 

T.  J.  Mayes. 
H.  Beardsley. 

William  M.  Stockton. 
D.  F.  Hall. 
H.  C.  Daulton. 


Miguel  Alvarez. 
John  Foster. 
Juan  Abila. 


School  No.  1. 


Wra.  McKee, 
Emma  Hoyt. 
School  No.  2,  Mrs.  Hoyt. 


A.  H.  Hoyt. 


Mrs.  T.  Foster. 


Thomas  Scully. 


Augt.  Laudenberger Thomas  Scully. 

Desiderio  Burruel, 


TKUSTEES   AND   TEACHERS. 


143 


MARIN. 


DISTRICTS, 

TRUSTEES. 

TEACHERS. 

Benjamin  Vasar 

Lorenzo  Gale. 

James  Phenix. 
A.  C.  Buffington. 

J.  B.  Jacobs 

J.  B.  Boyes. 
Silas  Rodgers. 

C.  Sime 

J.  Keys. 
Edward  Clark. 

E    Nason 

J.  J.  Rodgers. 
Ruben  Jones. 

No.  1 

Tomales 

No  2 

Francis  Shepperd. 

Tomales 

H.  J.  Beck. 
L.  A.  Webber. 

MARIPOSA 


DISTRICTS. 


TEACHERS. 


Mariposa Wm.  A.  King 

|J.  M.  Ridgway. 

Bear    Valley    and    Agua;H.  Stegman 

Fria jDr.  W,  A.  Woodward. 

Jenkins. 


J.  W.  Simmons. 


Vallicito  and  Guadalupe.. 


Hornitos . 


Coulterville. 


J.  S.  McKean...., 
W.  R.  Smith. 

W.  H.  Tongue... 

E.  Givens. 

W.  H.  Tichenel. 

George  Counts. 
jJohn  O'Bear. 
IJames  Shimer. 


I  Daniel  Wood,  Jr. 


John  F.  Orr. 


144 


TRUSTEES  AND  TEACHERS. 


MERCED. 


TOWNSHIPS. 

DISTRICTS. 

TRUSTEES. 

TEACHERS. 

POST    OFFICES. 

No.  1 

...No.  1... 

...No.  2... 
...No.  3... 

B.  W.  Kimball... 
J.  Neil 

Snelling's. 

Forlorn  Hope 
Gwinn. 

No.  1 

John  Birkhead. 
Henry  Aldridge. 

J.J.  Cox 

William  Johnson 

Robert  Green. 
—  Binkley. 

No.  2 

Hathaway    and 
Bates. 

MONTEREY 


DISTRICTS. 

TRUSTEES. 

TEACHERS. 

Monterey 

D  R.  Ashley 

J   T   Gardner 

Alisal 

S.  Con  over. 
S.  Oslo. 

J.  Barden 

T.  Logwood. 
George  Groves. 

G.  F.  Fulo-ham  

B.  B.  Barker. 

S&n  Jusin.. 

Pajaro 

A.  Martin. 

B.  F.  Dennison. 

J.  D.  Walker 

Miss  L.  J.  Collina 

Carrollton 

0.  Chapen. 
T.  S.  Robert. 

J.  B.  Tvns 

Pajaro 

Joseph  Hatch. 
John  Ollinger. 

TRUSTEES  AND   TEACHERS. 


HS 


NAPA. 


DISTRICTS. 

TRUSTEES. 

TEACHERS. 

Napa  No.  1 

R.  Hill 1  

1 

Mr.  Keeler 

Nana  No  2 

R.  C.  Haile  ...  [-Napa 
John  Lawley.J 

Cook 

City. 

Mrs.  Bates. 

Napa,  No.  3 

Backus. 
Edgington. 

M.  Clelland 

John  A.  Berlin. 

Napa,  No.  4 

Winter. 
Wilkerson. 

Allen 

Miss  E.  Estabrook 

Suscol     

Cotterell. 
Reeve. 

James  Hill 

J  R  Coe 

Frftplflin  ..,.,,.., ,..,.,. 

Rees. 
Raven. 

Hamilton 

• 

Yount  No    1 

Roiney. 
George  Grigsby. 

Luke  Edington 

Thomas  P  Tucker 

Yount,  No.  2 

A.  C.  Styce. 

B.  F.  Butler. 

Hopper ")  

A.  May. 

A.  P.  BaUej. 

R.  A.  Olmstead. 

Hot  Snrinsr  No   1 

Whitten ISebastopol. 

Murch J 

William  Hudson  ■)  

Lillie 1st. 

Y.  A.  Anderson  j 

Nash 

Helena. 

Boiling  Springs 

Jamison. 
J.  Kellogg. 

Evay - -- 

J.  Normon. 
Mr.  Miller. 

Pope  Valley 

Poulsin. 
Cyrus. 

John  Newman 

Joshua  Harmon. 

Joel  Willard. 

J.  P.  Williami . 

Clear  Lake,  No.  1 

Buckrall. 
E.  S.  Music. 

Thomas  Boyd 

Mr.  Haile. 

M.  Hammok. 

A.  M.  Cob. 

C.  N.  Copsey. 
N.  Herndon. 

15 


146 


TRUSTEES  AND  TEACHERS. 


NEVADA. 


DISTRICTS. 


Nevada,  No.  1. 


Grass  Valley,  No.  1 

Cherokee,  No.  1 

Rough  and  Ready,  No.  1 
Little  York,  No.  1 


W.  F.  Anderson . 
J.  J.  Rolfe 


Henry  Davis. 
John  Grove. 
G.  B.  Zaff. 


TEACHERS. 


Warren  T.  Lockwood 
Mrs.  Coulbourn. 

John  Ney. 

Mrs.  Spoone. 

Abel  Dobson. 


PLACER. 


DISTRICTS. 

No.  1 

Iowa  Hill 

No.  2 

Wisconsin  Hill 

No.  3 

Dutch  Flat 

No.  4 

Illinoistown 

No.  5 

Michigan  Bluffs 

No.  6 

Forest  Hill 

No.  1 

Yankee  Jim's 


TRUSTEES 

P.  J.  Edwards 

H.  C.  Ladd. 
Charles  A.  Barton. 

R.  R.  Patton 

M.  M.  Robinson. 
G.  R.  Morrison. 

A.  C.  Scull , 

S.  Heyman. 
H.  Davis. 

E.  J.  Buckell 

R.  S.  Egbert. 
J.  M.  Perine. 

K.  Favor , 

Giles  A.  Buel. 
J.  W.  Brady. 

J.W.Philips 

A.  Hart. 
John  Bortand. 

S.  M.  Jamison , 

Wm.  Kerr. 
Wm.  McClure. 


Sarah  Townsend. 
L.  Wagoner. 
Mary  A.  Flack. 
Miss  Brickell. 
Mr.  Reecker. 


Miss  Baldwin. 


TRUSTEES  A^B  TEACHERS, 


147 


DISTRICTS, 

No.    8.... 
Todd's  Valley 

No.  9.... 
Mt.  Pleasant 

No.   10.. 
Coon  Creek 

No.  11.. 
Gold  Hill 

No.   12.. 
Ophir 

No.   13.. 
Auburn 

No.  14.. 
Rattlesnake 

No.  15.. 
Secret  Ravine 

No.   16.. 
Dry  Creek 


TRUSTEES. 

F.  Walton  Todd 

W.  H.  Hall. 
Wm.  Randlet. 

James  R.  Nickerson 

S.  D.  Budge. 
P.  Myers. 

D.  B.  Goode 

E.  Miles. 

Louis  Chamberlain. 

D.  V.  Mason 

D.  Sickels. 
John  Bosquit. 

David  Olds , 

James  Moore. 
Wm.  H.  Martin. 

Charles  A.  Tuttle 

J.  Marks. 
R.  Gordon. 

George  W.  Thirkil 

L.  E.  MiUer. 
H.  Mansur. 

S.  R.  Bradley 

J.  Turner. 
James  Laird. 

E.  J.  Shelhouse 

Thomas  Dudley. 

H.  F.  Davis. 


P.  C.  Ripley. 
Wm.  A.  Henry 
Wm.  A.  Henry. 
Jesse  Henderson. 
Joseph  W.  Scobey. 
P.  C.  MiUette. 
Josephine  S.  Woods. 
S.  D.  Reed. 
John  C.  BalL 


PLUMAS. 


DISTRICTS. 

TRUSTEES. 

TEACHERS. 

No.  1 

Lewis  Stark 

No.  4 

No.  5 

J.  C.  Lewis. 
S.  S.  Stinson. 

James  H.  Yeates 

C.  Myers. 
Russell  Alford. 

D.  W  Kellog    

R.  W.  Gates. 

C.  Porter. 
James  Bronson. 

148 


TEtJSTEES  AND  TEACHERS. 


SACRAMENTO. 


TOWNSHIPS. 

DISTRICTS. 

TRUSTEES. 

TEACHERS. 

POST   OFFICES. 

...No. 

1... 

JohnWhaley 

Sacramento. 

Benj.  Orrick. 
Robert  Moore. 

American 

...No. 

2... 

J.  A.  Earhart 

Warren  Markam. 
John  Scamon. 

J.  W.  Hodgkin 

Sacramento. 

Center 

...No. 

1... 

Sam.  G.  Medley... 

JohnMeaburn 

Sacramento. 

Center 

...No. 

2... 

H.  D.  Campbell 

Wm.  A.  Thomas. 

Mrs.  A.  Sherman.. 

Sacramento. 

Mississippi  ... 

...No. 

1... 

Rev.  V.  Blakesley.. 
H.  A.  Thompson. 

E.  P.  WiUard 

Folsom. 

Sutter  

...No. 

1... 

D.  C.  Norcross 

D.  E.  Hastings. 
A.  Craw. 

G.  L.  Ludington — 

Sacramento. 

Sutter     and 
Franklin 

West  Un'n 

James  Barnes 

Tobias  Kadell. 

John  A.  Simons 

Sacramento. 

Rnt.t.PT*       fl.nfl 

East  I 

Fn'n. 

Myron  Smith 

Chas.  D.  Childs. 
E.  B.  Cooper. 

Mr.  Baker 

Prewitt's. 

Franklin 

Franklin 

...No. 

2... 

L.  S.  Nevins 

Thomas  Hunt. 
James  Anderson. 

R.  D.  Wilson 

Franklin. 

Franklin 

Eagle 

P't.. 

J.  C  Almond 

Onisbo. 

D.  T.  Lufkin. 
Charles  S.  Howell. 

Georgiana 

...No. 

1... 

Henry  Hoppes 

Joseph  Wise. 
J.  C.  Baker. 

R.  J.  Dempsey 

Onisbo. 

Dry  Creek 

...No. 

1... 

D.  G.  Weston 

Thos.  Armstrong. 
Calvin  Briggs. 

Lansing  Tooker... 

Fugitt's  R'ho, 
San  Joaquin 
county. 

A1flKs)mfl. 

...No. 

1... 

Steph.  Goodman... 
Robert  Scott. 
William  Young. 

Mr  Hamm.... 

Fugitt's  R'ho, 
San  Joaquin 
county. 

Brighton 

...No. 

1... 

S.  N.  Baker 

Sacramento. 

Wm.  H.  Manlove. 
J.  Beam. 

Brighton  .../.. 

...No. 

2... 

B  F  Weathers 

Sacramento. 

George  Wilson. 
Jacob  Gunter. 

TRUSTEES  ANt>   TEACHERS. 


149 


TOWNSHIPS. 

DISTRICTS. 

TRUSTEES. 

TEACHERS. 

POST   OFPICBS. 

Brighton  and'Rjiilpv 

Joshua  T.  Bailey.. 
A.  J.  Painter. 
A.  Plumer. 

D.  Bliss 

Sacramento. 

San  Joaquin. 

San  Joaquin.. 

...No.  2... 

Philip  Hull 

Mr.  Wolber 

Elk  Grove. 

David  McConnell.. 

San  Joaquin.. 

...No.  3... 

Norman  Stewart... 
G.  Waters. 
J.  C.  Walker. 

J.  C.  Babcock 

Elk  Grove. 

San  Joaquin.. 

...No.  4... 

Elk  Grove. 

Fred.  Winkleman. 

Briffliton   Lee '^i  ""*"«''    - 

X  Kane 

Sacramento. 

and  Granite.. 

Wm.  H.  Kilgore. 
Daniel  Brown 

Granite 

Granite  ... 

A.  C.  Donaldson.. 
Dr.  Bradley. 
D.  Dennison. 

John  M.  Sibley 

Folsom. 

Granite 

Prairie 

Wm.  H,  Messerve.. 
N.  Glencamp. 

Miss  Payne 

Texas  Hill. 

Natoma 

Mormon 
Island... 

J.  R.  CaldweU 

John  Nuttall. 
Elijah  Poor. 

Mr^.  Frank  Sayles 

Mormon  Isl'd. 

Lee 

Wilson 

M.  A.  Corn  well 

J.  C.  Newton. 
James  Esterbrook. 

Miss  C.  S.  Hayes.. 

Cosumnes. 

Lee 

Rhoades  .. 

Jos.  V.  Mathews... 
John  P.  Rhoades. 
Humphrey  Taylor. 

Dr,  Adlam.. 

Cosunmies. 

Cosumnes 

Michigan 
Bar 

J.  C.  Stratton 

James  Hauser. 
A.  J.  Cope. 

Miss  €ook..^ 

Michigan  Bar. 

Live  Oak.. 

Michigan  Bar, 

John  Reed. 
Manoah  Perry. 

Cosumnes 

KatesvUle. 

Rodolph   Korwin.. 
John  Sevier. 
Capt.  Jos.  Pascal. 

Mrs.  Marshall 

Cosumnes. 

150 


TRUSTEES  AND  TEACHERS. 


SACRAMENTO    CITY. 


C.  A.  Swift,  Principal.. 

L.  Lefebre,  French  and 

-  M.  B  Black  Musi« 

Spanish 

j-HIGH    SCHOOL. 

S.  Lyon, 
S.  E.  Fitzgerald, 
C.  R.  Pratt, 
F.  W.  Thayer, 
H.  L.  Nelson, 
F.  Ross, 

- 

GRAMMAR 

AND 
PRIMARY. 

'  F.  Chamberlain, 
M.  A.  E.  Heacock, 
L.  Kercheval, 
H.  A.  White, 
James  W.  Wells, 
E.  M.  Osborn. 

SAN     BERNARDINO, 


TOWNSHIPS. 

DISTRICTS. 

TRUSTEES. 

TEACHERS. 

San  Bernardino. 

No.  1 

N.Vise 

J.  W.  Wilson 

E.  Bobbins. 
Mrs.  E.  Robbins. 

John  Brown. 

San  Bernardino. 

No.  2 

Joseph  Thome 

Joseph  McFeely. 

Joseph  Hancock. 
John  Garner. 

San  Bernardino. 

No.  3 

Charles  Percy. 

Thompson  Sackett. 
Anson  Vauleuven. 

.San  Bernardino. 

No.  4 

William  Davis. 
John  Shields. 

•San  Bernardino. 

No.  5 

B.  F.  Matthews 

J.  St.  Clair. 

A.  D.  Borew. 
E.  Thomas. 

San  Bernardino. 

No.  1 

C.  Sanders 

C.  Hardy. 

A.  Parks. 
J.  C.  Babb. 

San  Salvador... 

No.  1 

L.  Robidoux 

J.  P.  Kipp. 
Charles  Hill. 

Charles  Hardy. 

TRUSTEES  AND  TEACHERS.  151 

SAN    DIEGO. 


DISTRICT. 

TRUSTEES. 

TEACHERS. 

Plaza.. 



E   W    Morse 

James  Nichols 

H.  C.  Ladd. 
D.  B.  Kurtz. 

SAN    FRANCISCO 


Dist. 

1_R.  W.  Fishbourne, 
2— A.  S.  Edwards, 
3 — "WiUiam  Sherman, 
4 — S.  A.  Chapin, 


BOARD      OF      EDUCATION 
William  Sherman,  President. 

Dist. 

5 — Abraham  Tandler, 
6 — Jonathan  Hunt, 
7 — William  Pearson, 
8— E.  B.  Goddard, 

Clerk,  Samuel  Barklet. 

SUPKREITE^TDEST,    HENRY    B.    JANES, 


Dist. 

9— D.  C.  McRuer, 
10 — Franklin  Knox, 
11 — George  Seger, 
12 — J.  Shade  Dungan. 


TEACHERS. 

San  Francisco  High  School. 

Mr.  Ellis  H.  Holmes Principal,  and  Teacher  of  Mathemattes  and 

Intellectual  and  Moral  Philosophy. 

Mr.  George  W.  Minns Teacher  of  Natural  Sciences. 

Mr.  George  D.  Hansen Teacher  of  Modern  Languages. 

Miss  M.  E.  Hewes Teacher  in  Female  Department. 

Grammar  Department. 

RiNCON  School Principal Mr.  John  Swett. 

1st  Assistant Miss  L.  A.  Bridgman. 

2d    Assistant Miss  M.  F.  Rand. 

Dexman  School Principal Mr.  George  Tait. 

1st  Assistant Miss  M.  J.  Armstrong. 

2d    Assistant Miss  M.  L.  Tracy. 

Powell  Street  School Principal Mr.  H.  P.  Carlton. 

Ist  Assistant Mrs.  Louisa  Clapp. 

2d    Assistant Miss  M.  A.  Nugent. 

Union  Street  School Principal Mr.  Ahira  Holmes. 

1st  Assistant Miss  R.  W.  Foster. 

2d   Assistant Miss  Lizzie  Kennedy. 

Mabket  Street  School Principal Mr.  Thomas  S.  Myrick. 

1st  Assistant Miss  S.  L.  Larkin. 

2d    Assistant Miss  Kate  Kennedy. 

Spbinq  Vallky  School Principal Mr.  J.  C.  MorriU. 

Ist  Assistant Miss  M.  L.  Morgan. 

2d   Assistant Miss  J.  C.  Gilbert. 


152  TRUSTEES  AND  TEACHERS. 

Mixed  Schools. 

Mission  School ., Principal Mr.  Thomas  C.  Leonard. 

Hydb  Steebt  Mixed  School Principal Mr.  John  C.  Pelton. 

Assistant Miss  M.  A.  Shattuck. 

Mixed    School   for  Colored 

Children Principal John  J.  Moore. 

Intermedlltb  Department. 

RiNCON  School Principal Miss  H.  J.  Kirtland. 

1st  Assistant Miss  Jane  B.  Sheldon. 

2d    Assistant Miss  Anna  Prescott. 

Denman  School Principal Mrs.  L,  A.  Morgan. 

1st  Assistant Miss  Anna  Starkey. 

2d    Assistant Miss  M.  V.  Tingley. 

Powell  Street  School Principal Miss  D.  Prescott. 

1st  Assistant Miss  G.  T.  Pearce. 

2d    Assistant Mrs.  F.  E.  Forester. 

Union  Street  School Principal Miss  A.  S.  Barnard. 

1st  Assistant Miss  Julia  A.  Lawless. 

2d    Assistant Miss  Ellen  Casey. 

Greenwich  Street  School Principal Miss  Kate  Downes. 

Mission  Street  School Principal Miss  Sarah  Gonsalves. 

Stockton  Street  School Principal Miss  E.  F.  Sanford. 

1st  Assistant Miss  Lottie  Smith. 

2d   Assistant Miss  C.  A.  King. 

Primary  Department. 

RiNCON  School Principal Miss  Carrie  V.  Benjamin. 

1st  Assistant Miss  Lizzie  J.  Chapin. 

2d    Assistant Miss  H.  E.  Moir. 

Market  Street  School Principal Mrs.  E.  M.  Barstow. 

1st  Assistant Miss  A.  E.  Clayton. 

2d    Assistant Miss  Emma  Mitchell. 

California  Street  School Principal Mrs.  M.  Deane. 

Assistants Miss  L.  H.  Morgan. 

Mrs.  E.  Pollock. 
Miss  L.  S.  Edwards. 

Washington  Street  School Principal Mrs.  S.  E.  Seagrave. 

1st  Assistant Miss  Beatrice  Weed. 

2d    Assistant Miss  A.  Van  Reynegan. 

Union  Street  School Principal Mrs.  L.J.  Bowers. 

1st  Assistant Miss  A.  C.  Hasty. 

Pupil  Teacher Miss  S.  J.  T.  Fishbourne. 


TRUSTEES  AND   TEACHERS. 


153 


Mission  Street  School Principal Miss  S.  M.  Reed. 

1st  Assistant Mrs.  C.  E.  Burt. 

2d   Assistant Miss  E.  J.  Turner. 

Greenwich  Street  School Principal Mrs.  R.  D.  Bird. 

Pupil  Teacher Miss  S.  F.  Loring. 

Hyde  Street  School Principal Miss  M.  J.  C.  Palmer. 

Assistant Mrs.  Ellen  George. 

Spring  Valley  School Principal Mrs.  O.P.  Cudworth. 

Mission  School Principal Mrs.  F.  A.  Thompson, 


SAN    JOAQUIN. 


districts. 

trustees. 

TEACHERS. 

Stockton  

V.  M.  Peyton 

T.  J.  Keys. 

J.  R.  McCloud 

Miss  L.  A.  M.  Grove. 

Castoria,  No.  1 

A.  B.  Kincaid 

Elkhom,  No.  1 

C.  Salmon. 

Samuel  Ratan 

T.  J.  Ally. 
J.  W.  Jones. 

Elkhom,  No.  2 

J.  G.  Hoskins. 

J.  W.  Woods 

G  B   Oliver 

Elkhom,  No.  3 

W.  Smith. 
S.  W.  Artell. 

E.  Fiske 

J  D.  Littlefield. 

Elkhom,  No.  4 

L.  H.  Brannack. 

J  C.  Smith     

H  WallAce 

Elkhom,  No.  5 

N.  Williams. 
W.  M.  Denton. 

J.Abels 

H  Adlam. 

Douglass,  No.  1 

T.  M.  Aull. 
M.  WeUs. 

J  U.  Smith 

H.  G.  Davidson. 

Douglass,  No.  2 

•J.  Messick. 
Pratha. 

J.Gard « 

H  S  Fletcher 

'PnticT 

i« 

154 


TRUSTEES   AND  TEACHERS. 


DISTRICTS 

Douglass,  No.  3. 

Oaeil,  No.  2 

Oneil,  No.  3 

Oneil,  No.  4 

Elliott 

Elliott,  No.  4 

Emory 


TRUSTEES. 


L.  Hewett 

M.  Drais. 
J.  Edwards. 

A,  B,  Brush 

J.  Lewis. 
E.  Baily. 

J.  A.  Mitchell 

J.  W.  Farley. 
John  F.  Wood. 

J.  D.  Hamilton... 

C.  McCloud. 
J.  Austin. 

G.  C.  Holman...., 

D.  J.  Locke. 
P.  A.  Athearn. 

J.Morse 

W.  L.  Campbell. 
J.  Barton. 

Stephen  Bishop. 
George  W.  Dent. 


F.  W.  Champion. 
A.  Plattenburg. 
J.  Allen. 
H.  L.  Merritt. 


V.  J.  Walker. 
Miss  G.  Shackford. 


J.  F.  Orr. 


A.  J.  Randall. 


SAN    LUIS    OBISPO. 


'district. 

TRUSTEES. 

TEACHERS. 

Walter  Murray 

T.  Herrera. 
Frederick  Wickenden. 

SAN    MATEO 


DISTRICTS. 

TRUSTEES. 

TEACHERS. 

No.  1 

John  Donald 

Daniel  Lunt 

John  J.  Eliet. 
J.  B.  Morton. 

TRUSTEES  AND  TEACHERS. 


156 


DISTRICTS. 

TRUSTEES. 

TEACHERS. 

No    2      

William  Buzzell 

Thomas  S  Boucher 

Xo    3     

J.  Selleck. 

D.  W.  ConneUy. 

Robert  Greer • 

O.P.Mason  at  Wood- 

Daniel  Ross. 
B.  G.  Lathrop. 

side. 
Mrs.  Susan  A.Trotter, 
at  Redwood  City. 

SANTA     BARBARA. 


DISTRICTS. 

TRUSTEES. 

TEACHERS. 

No. 

1 

Jose  Arnaz 

Alberto  Chateauneuf. 

No 

2  

Fernando  Pico. 
Allen  Cullumber. 

John  Nidever 

No. 

3 

William  Hewitt. 
Thomas  Romero. 

Charles  E.  Huse 

E.  B.  Williams. 

Pablo  de  la  Guerra. 
Thomas  Dennis. 

SANTA    CLARA. 


DISTRICTS. 

TRUSTEES. 

TEACHERS. 

Hon.  W.  McCoy 

Freeman  Gates. 

General  C.  AUen. 
W.  T.  Ryland. 

Wm.  OTerfelt 

Miss  Weir. 
Mrs.  Crittenden. 
W.  Tonner. 

James  Burr. 

Wm.  H.  Freir. 
James  Ogan. 

W.  R  BetheL 

Miss  C.  Taylor. 

Wm.  Munn. 
James  Hart. 

166 


TBUSTEES  AND   TEACHERS. 


DISTRICTS. 


San  Jose,  No.  4 

San  Jose,  No.  5 

Santa  Clara,  No.  1... 
Santa  Clara,  No.  2... 
Santa  Clara,  No.  3  .. 
Santa  Clara,  No.  4... 

Redwood,  No.  1 

GilrojjNo.  1 

Alviso,  No.  1 

Fremont,  No.  1 

Fremont,  No.  2 

Burnett,  No.  1 


TRUSTEES. 


E.  Peck 

E.  A.  Clark. 
James  Willard. 

Wm.   Aram 

James  Murphy. 
B.  S.  Fost. 

A.  H.  Hicks 

P.  L.  Keith. 
J.  Bland. 

J.  S.  Easton.... 
W.  Madden. 
H.  Bland. 

A.  J.  Jackson., 
J.  Miilikin. 
W.  Hall. 

H.  Hamilton.... 
J.  Dooley. 
Dr.  Caldwell. 

F.  Sheppard.... 
K.  Jarboe. 

L.  Miller. 

M.   Thomas.... 
T.  Rea. 
T.  Adams. 


M.  Doty 

F.  Crighton. 
W.  Weller. 

J.   Sleeper 

F.  Jenkins. 
H.  Keifer. 

J.  Dunn 

James  Otterson. 
H.  Dundon. 

J.  Heinley 

B.  Montgomery. 
J.  Tennant. 


TEACHERS. 


L.  A.  Swart. 
William  Devereux^ 
W.  H.  Patten. 
W.  F.  Hustis. 
W.  H.  Sturges. 
D.  W.  Herrington. 
R.  0.  Swart. 


A.  F.  White. 
Mrs.  A.  F.  White. 
Miss  Buckman. 
H.  Vanschaick. 


C.  Payton. 


Miss  C.  Green. 


A.  Farnsworth. 


F.  Paine. 


TRUSTEES   AND   TEACHERS. 


157 


SANTA    CRUZ 


DISTRICTS. 

TRUSTEES. 

TEACHERS. 

William  Anthony 

Richard  C.  Kirby. 
Richard  K.  Vestal. 

Henry  "W.  Peck 

Pajaro 

Edward  Porter. 
John  Hames. 

Amos  Roberts. 

George  Williams. 
Daniel  Tuttle. 

SHASTA. 


DISTRICTS. 


No.   1 iDr.  J.  E.Pelham. 

Shasta D.  H.  Dunn. 

J.  D.  Mix. 


No.  2. 
Buckeye. 


No.   3... 
Stillwater 


No.  4.... 

Oak  Run.. 


No.   5 

Cow   Creek. 


No.  6 

Clover  Creek. 


No.  7. 
Sierra... 


G.  W.   Nieman. 
G.  J.  Exley. 
D.  Whiting. 

J.  S.  P.  Bass.... 
J.  B.  Potter. 
D.  Henry. 

J.  M.Hunt , 

A.  McCullum. 
D.  Hunt. 

C.  Ultz 

J.  Sanders. 
A.  Miller. 


B.  Heryford 

R.  F.  Martin. 

C.  R.  Heryford. 


S.  D.  Baker. 
P.  Geere. 
W*  Strand. 


Miss   D.     M.    Evans, 

Principal. 
Jane  Parker,  Ass't. 

N.  B.  Powers. 


H.  Street. 


S.  H.  Clotton. 


G.  K,  Adams. 


0.  C.  KendoU. 


L.  Willey. 


158 


TRUSTEES  AND   TEACHERS. 


DISTRICTS. 

TRUSTEES. 

TEACHERS. 

No    8         

W  H.  Elmore 

J.  W.  Colgan. 

Clear  Creek 

T.  Hart. 
J.  Rawlston. 

W  K   Conger 

No    9      

H.  Titus. 

Eagle  Creek 

W.  Kinney. 
H.  Gough. 

SIERRA. 


DISTRICTS. 

TRUSTEES. 

TEACHERS. 

La  Porte   

Frai^k  Everts 

(xihaonville         

R.  Tregarkis. 
L.  W.  Byington. 

Lewis  Gozer 

H.  J.  McKinkley. 

Miss  Alice  Styles. 
Miss  Jane  Crowfoot. 

B.  Eaton. 

B.  V.  Rutherford. 

D.  T.  Berry 

Table  Rock     

A.  J.  Lowell. 

James  Moyle 

Eureka  City 

Dr.  Clerves. 
M.  Chandler. 

Miss  Phebe  Abbott 

Hirknk 

TinTimiPVillA 

A.  J   McKenzie 

Benjamin  Green. 
G.  W.  Still. 

Dr.  B.  Kennif. 

PoTftst  Citv 

W.  H.  Burgess. 
J.  D.  Seillen. 

William  Flemming 

L  Gale. 

T   nn 

nhindlrr 

Alleghany  Town 

J.  J.  Basye 

Mrs.  Harriet  S.  Miller. 

D.  S.  Marvin. 
.    .  NoTrhall 

TRUSTEES  AND   TEACHERS. 


159 


SISKIYOU. 


DISTRICTS. 

TRUSTEES. 

TEACHERS. 

No    1 

Joiias  W.  Brown 

0.  H.  Purdy. 

Yreka 

N.  C.  Mayhew. 

A.  M.  Rosborough. 

No    2           

Jesse  Combs 

John  W.  Thomas. 

Hawkinsville 

Wm.  H.  Mowat. 
George  H.  Brown. 

No    3 

Elias  Stone 

N.  Gobnm. 

Shasta  VaUey 

Squire  Howard. 
John  Bartle. 

No    4 

John  Bighara. 

South   Township 

E.  Elmore. 
D.  H.  Lowry. 

No.  5 

LitUe  Shasta 

R.  S.  McEwan 

H.  H.  Hyde. 
Joseph  Bassey. 

John  W.  WhaUey. 

No.   6 

James  E.  Thomas 

D.  B.  Rhinehart 

Scott's  Valley ID.  M.  Davidson. 


No.   7. 


Humbug.. 


T.  B.  Hickman. 


E.  Emery 

George  F.  Moore. 
E.  D.  Stillman. 


No.  8 |J.  W.  Evans 

Cottonwood G.  W.  C.  McCoy. 

J.  R.  Spencer. 

Frank  E.  Ensign. 
F.  M.  Hooper. 
A.  M.  C.  Smith. 


No.   9. 


Union. 


No.  10 George  W.  Cox.... 

Greenhorn iA.  E.  Schwatka. 

George  F.  Myers. 


No.  11. 
Indian  Creek 


James  Lyman.. 
Jonas  Johnson. 
H.  Harper. 


No.  12 D.  F.  Finley 

Scott  River iH.  C.  Ticknor. 

I  Bradford  McCrary. 


Miss  J.  Wright. 


160 


TRUSTEES  AND   TEACHERS. 


SOLANO. 


DISTRICTS. 

Benicia,  No.  1 

Vallejo,  No.  1 

Green  Valley,  No.  1 

Suisun,  No.  1 

Suisun,  No.  2 

Suisun,  No.  3 

Vacaville,  No.  1 

Vacaville,  No.  2 

Vacaville,  No.  3 

Montezuma,  No.  1.. 
Fremont,  No.  1 


TRUSTEES. 


Hon.  George  Seristan. 

W.  C.  Hageland , 

A.  0.  Lumaree 

D.  J.Clayton , 

William  H.  Turner 

James  Woods 

S.  T.  Hoyt , 

Joseph  Weldun , 

Elijah  S.  Silvey 

Thomas  Dowell 

S.F.Hyde 


Teacher... A\ex.  Macy Vallejo 


POST   OFFICES. 


Benicia. 

Vallejo. 

Cordelia. 

Suisun. 

Suisun. 

Suisun. 

Vacaville. 

Vacaville. 

Silvey's. 

Denverton. 

Sacramento. 


SONOMA. 


DISTRICTS. 

TRUSTEES. 

TEACHERS. 

Petaluma. 

S.  W.  Brown 

Iowa '. .•> 

Joshua  H.  Lewis. 
E.  R.  Moffet. 

Silas  Martin 

cipal,  and  three  As- 
sistants. 

B.  Hall. 

Charles  Pervine. 
Robert  Andrews. 

William   Spencer 

H.  C.  Babcock. 

Walker 

Levi  Davis. 
S.  T.  Davis. 

Francis  Wilsey 

Joseph  Campbell. 
Mr.  Hall. 

Blucher 

Ezeziel  Denmon. 
George  Williams. 

Martin  Reed 

C.  J.  Pickle. 
N.  McCusstion. 

TRUSTEES  AND   TEACHERS. 


161 


DISTRICTS. 

Big  VaUey 

Mount  Vernon 

Oak  Grove 

Pleasant  Hill 

Union 

Stony  Point 

Bodega  

Todd's 

Strawberry  Ridge 

Mark  West 

Guillica 

Santa  Rosa 

Russian  River 

Windsor 

Dunbar 

Ash  Spring 

17 


TRUSTEES. 


TEACHERS. 


William  Smith.. 
Alonzo  Walker. 


Moses  Quesenbury... 
William  E.  Flomary. 


William  L.  Taber.., 
John  Baum. 
Lessen  Ross. 

William  H.  Potter. 
G.  R.  Rowland. 


Henry  Marshall 

John  Churchmon. 

P.  N.  Woodworth.. 
William  Ayres. 


A.  S.  Purine 

James  Walson. 
William  R.  Robinson. 


William  Farmer.. 
James  Hearn. 
H.  Bry. 

Coleman  Tolbert. 
Hiram  Young. 
John  Hughes. 


George  Wallace.. 
Thomas  B.  Scott. 
John  B.  Frons. 


Emsley  Elliott.. 
M.  Hudson. 
William  Spurr. 


John  Hendley 

William  Churchmon. 
E.  R.  Budd. 


J.  D.  Thompson. 
J.  W.  Yates. 
James  Prewett. 


S.Lewis 

Henry  Bell. 
William  E.  Cocke. 

L.  W.  Comron. 
Alexander  Dunbar. 
Hugh  Patten. 


J .  Cecil. 


Miss  Judson. 
D.  P.  Ogan. 
William  M.  Rider. 

Wesley  Piercy. 
Thomas  J.  Abies. 
J.  P.  Williams. 
A.  B.  Bowers. 


Russell  Newton. 


W.  B.  Morgan. 


D.  Temple. 


Samuel  D.  Winslow. 


Mr.  Winslow. 


George  Greer. 


162 


TRUSTEES   AND    TEACHERS. 


DISTRICTS. 

Sonoma 

Payran 

Waugh 

Copeland's 

Independence  — 

Washington  

Mendocino,  No.  1 

Mendocino,  No.  2 

Wetmaugh  

Lewis  

American  Valley. 

Finer 

Redwood 

Eureka 

Dunham 


TRUSTEES. 

Fred.  Rhorer 

B.  B.  Berry. 

Stephen  Payran 

John  Fine. 
J.  Farley. 

D.  A.  Sackett 

Alexander  Copeland 
B.  F.  Dehover. 
William  Wilson. 

David  Odell 

J.  W.  Haigh. 

D.  W.  Bailey. 

Robert  Laird 

William  Marsh. 

Joseph  Albertson.... 
G.  R.  Byrd. 
Johnson  Ireland. 

J.  G.  Dow 

A.  J.  Gordon. 
A.  C.  Bledsoe. 

Failed  to  qualify. 

William  Catron 

Jeremiah  Root. 
Richard  Fulkerson. 

Lewis  Vestal , 

G.  W.  Woodson. 
Hugh  Slogdale. 

James  A.  Peugh 

John  H.  Davis. 

Jared  Seward 

Daniel  Troy. 
H.  H.  Lewis. 

Wm.  n.  Sansbury... 

E.  H.  Eubank. 

William  Ayers 

Isaac  Fuller. 
P.  Woodworth. 


John  Crisp. 


A.  H.  Featherman. 


Corson. 


J.  Newton. 


E.  A.  Scott. 


H.  A.  Pierce. 


Miss  Carroll. 


TRUSTEES   AND   TEACHERS. 


168 


STANISLAUS. 


DISTRICTS. 

Branch 

La  Grange^ 

Camp  Washington 
Davis' 


jC.  W.  Salter 

i  Thomas  G.  Murphy. 
C.  W.  Cooke. 


H.  W.  Wallis.... 
A.  B.  Anderson. 
H.  Williams. 


Isaac  Frazier , 

Thomas  Richardson. 
John  Dotson. 


H.  B.  Davis.... 
J.  P.  Hinkson. 
C.  L.  Carman. 


TEACHERS. 


C.  F.  Estes. 


H.  MorreU. 


f^*^ 


Valentine  Bennett. 


SUTTER, 


DISTRICTS, 

TRUSTEES. 

TEACHERS. 

Bear  River,  No.  1 

M.   Boulware 

M.  C.  Clark. 

Xicolaus,  Xo.  1 

J.  R.  Pornter. 

P.  W.  Harris 

D.  Gow. 

Nicolaus,  No.  2 

C.  S.  HasweU. 
M.  M.  West. 

G.  W.  Lee 

J.  T.  Lee. 

David  0.  Mahony. 

M.  C.Winchester 

James  Hart. 

Vernon,  No.  1 

Yuba,  No.  1 

P.  Carrico. 
D.  AbdeU. 

T.  D.  Bovd... 

Miss  Mary  J.  Butler. 
Miss  Wilson, 

Butte,  Xo.  1 

James  Richards. 
A.  Schnepler. 

Butte,  No.  2 

A.  J.  Speerd. 
J.  C.  Tindall. 

E    P  Wil''on 

Dr.  Wm.  McMurtry. 
George  Farley. 

164 


TRUSTEES   AND   TEACHERS. 


TEHAMA. 


DISTRICTS. 

TRUSTEES. 

TEACHERS. 

"Red  Bluffs 

J  W  Noyes 

E.  H.  M.  Bailey. 
L.  Elliott. 

R.  W.  Willson. 
S.  M.  Miller. 

James  M.  Maxcey 

R.  G.  Baker. 
N.  Tartar. 

G.  W.  Hoag 

W.  M.  Gulp. 

Lassens            •  ••.. 

J.  C.  Bradley. 
W.  H.  Baney. 

G.  M.  Stratton 

Edward  Byron. 
Allen  Sadorns. 

TRINITY 


DISTRICT. 

TRUSTEES. 

TEACHER. 

Weaverville 

David  Hinds 

G.  B.  McDonald. 

H.  J.  Howe. 
H.  J.  Seaman. 

TUOLUMNE 


DISTRICTS. 


TRUSTEES 

L.  C.  Gunn 

Fred-erick  Salter. 
D.  Monroe. 

J.  M.  Cavis 

W.  P.  Gibbons. 
A.  B.  Holton. 

A.  B.  Preston 

B.  F.  Butterfield. 
J.  Harriman. 


Sonora. 


Columbia , 


Jamestown 


D.  S.  Peters. 


R.  Porterfield. 
Laura  M.  Nelson. 


C.  G.  Brown. 


TRUSTEES  AND   TEACHERS. 


les 


DISTRICTS. 

DonPedro's 

Tuttletown 

Shaw's  Flat 

Chinese  Camp 

Springfield 


TBUSTEES. 

Capt.  Smith 

CjTUS  Lynch. 
Jacob  (jardiner. 

Gr.  A.  Darrow 

David  Jamison. 
P.  C.  Gale. 

William  J.  Markley, 
G.  0.  Havens. 
Davis. 

J.  C.  Peacock 

H.  E.  Lea. 
John  Taylor. 

Calvin  Honey , 

R.  L.  Smith. 
Burton  Fales. 


TEACHBBS. 


Kimball. 


Joseph  Emery. 


E.  Pratt. 


J.  C.  PowelL 


E.  Pratt. 


YOLO. 


DISTRICTS. 

TRUSTEES. 

TEACHERS. 

POST  OFFICES. 

No.  1« 

Gertrude  Swain... 

Yolo. 

No.  2 

Russell  Dav. 

G.  W.  McConneU. 

A.  W.  Morris 

Yolo. 

No.  3 

W.  C.  Wright. 
John  Stokes. 

J.  V.  Hoacr 

A.R.  JacksoiL. 

Michael   Woods... 
N.  L.  MitcheU. 

Robert  H.  Davis... 
J.  W.  Johnson 

Sacramento. 

No.  4 

Samuel  Conrad. 
David  Hoagland. 

A.  P.  McCarty 

Cache  Creek. 

No.  5 

Felix  Burton. 
Wm.  H.  McGrew. 

Martin  A.  Rahm 

Prairie. 

No.  6 

Quintus  C.  Tebbs. 
Spencer  Glascock. 

Wm  S   Emory 

Yolo. 

Michael  Leman. 
Greorge  Hebron. 

r  or  THB 

I  TJNIVERSIT 


166 


TRUSTEES   AND   TEACHERS. 


-f    ■■    ■ 

DISTRICTS. 

TRUSTEES. 

TEACHERS. 

POST  OFFICES. 

No.  1 

Harrison  Gwinn 

No.  8 

John  H.  Snowball. 
J.  H.  Updegraff. 

Wm.  H.  Harden 

No.  9 

John  F  Dunn 

H.  B.  Hinds 

SafraiTipn  +  n 

Alex.  Montgomery. 
Silas  Woolery. 

■» 

YtJBA. 


Marysville 


Camptonville 


Linda,  No.  1. 


Linda,  No.  2. 


Oregon  House.. 
Brown's  Valley. 


Peoria , 


Pleasant  Grove. 
Eose  Bar 


W.  C.  Belcher 

S.  C.  Thompkins. 
Rev.  E.  B.  Walsworth. 


J.  H.  Variel 

J.  D.  Andrews. 
E.  T.  Peck. 


R.  M.  Turner... 

H.  Davis. 

L.  W.  Thomas. 


James  Martin. 
John  Brophy. 
F,  Terstiggo. 


A.  Pauley.., 

J.  Rule. 

D.  B.  Hume. 


Joseph  Paine , 

Wm.  Burroughs. 
J.  Lafferty. 


Salmon  Moody.., 
James  P.  Prince. 
jE.  0.  Daugherty. 


TEACHERS. 


D.  C.  Stone 

Miss  E.  Wilson. 
Miss  Buckmaster. 
Miss  A.  Goodwin. 
Mrs.  M.  Sherman. 


J.  S.  Foster. 


Miss  Green. 
Mr.  Pauley. 


Thomas  B.  Rice... 


Miss  Wilson. 
Mr.  Berrv 


POST  OFFICES. 


Marysville. 

Camptonville. 

Marysville. 

Marysville. 

Oregon  House. 
Brown's  Valley. 

Peoria  House. 
Empire  Rancho. 


TRUSTEES   AND   TEACHERS. 


167 


DISTRICTS. 


Bear  R'r,  No.  l..iC\Tus  K.  Dam.. 
V.  Henderson. 
Dr.  Harper. 

William  Findley. 
Francis  Lofton... 
Henry  Miller. 


Bear  R'r,  No.  2. 


TEACHERS,  POST  OFFICES. 


Johnson's  R'ho. 


Johnson's  Rh'o. 


Note. — No  reports  have  been  received  from  the  following  counties,  in  reply 
to  applications : — Del  Norte,  Fresno,  Humboldt,  Klamath,  and  Tulare. 


FORMS. 


The  following  Forms  have  been  drawn  to  assist  the 
School  Officers  in  carrying  out  the  provisions  of  the 
Law,  and  to  secure  uniformity  : 

1^0.    1. 

Appointment  of  District  School  Trustees. 

In  accordance  with  Section  15  of  an  Act  in  relation  to  Common 
Schools,  passed  May  3,  1855,  you  are  hereby  appointed  a  Trustee  of 

Common  Schools   for  District  of  Township,  of  the 

County  of 

You  will  qualify  according  to  law,  and  then  enter  upon  the  dis- 
charge of  your  duties. 


To 


Superintendent  of  Common  Schools 

for County. 


OATH   OP   OFFICE. 

I  do  solemnly  swear  (or  affirm)  that  I  will  support  the  Constitution 
of  the  United  States  and  the  Constitution  of  the  State  of  California, 
and  that  I  will  faithfully  discharge  the   duties  of  Common  School 

Trustee  for  the School  Disttict  of  Township,  in  the 

County  of ,  and   State  of  California,  according  to  the  best  of 

my  ability. 

Sworn  and  subscribed  to  before  me,  a of  the  County  of 

and  State  of  California,  this day  of ,  Anno  Dom- 
ini 185... 

Note. — This  oath  may  be  taken  before  any  oflBcer  in  the  State,  authorized 
by  law  to  administer  oaths. 


FORMS.  169 

JSTo.  2. 

Certificate  of  Election  of  a  Trustee  of  Common  Schools. 

To ,  of ,  Greeting: 

This  certifies  that  you,  the  said  ,  were,  at  an  election  held 

on  the day  of  April,    Anno  |Domini   185. . .,  chosen   to  the 

office  of  Trustee  of  Common  Schools  of  [the  district,  town  or  city, 
as  the  case  may  be,]  and  you  are,  by  virtue  of  said  election  and  quali- 
fication, fully  authorized  and  empowered  to  discharge  all  the  duties  of 
said  office,  and  to  exercise  all  the  powers  thereto  belonging,  according 
to  law,  for  one  year  from  and  including  the  second  Monday  of  April, 
185.... 


County   Clerk, 

Note. — The  oath  of  oflSce  must  be  taken  in  form  as  appended  to  No.  1,  and 
should  be  attached  to  the  certificate,  and  both  filed  immediat-ely  in  the  office 
of  the  County  Superintendent. 


No.  3. 


Appointment  of  a  Common  School  Marshal. 

"We,  the  undersigned,  Trustees  of    Common  Schools   for  District 

,  in  the  County  of ,  appoint a  Common  School 

Marshal,  to  take  the  census  of  the  children  between  the  ages  of  four 
and  eighteen  years,  and,  separately,  the  census  of  children  under  four 
years  of  age,  in  said  District. 

> 


y 

Trustees  of  Common  Schools. 
[Date.] 


^0.4. 


Certificate  of  Qualification  to  Keep  a  School. 

We  the  undersigned.  Trustees  of  Common  Schools,  hereby  certify 

that,  after  due  examination,  we  are  satisfied  that is  of  good 

moral  character,  and  possesses  sufficient  learning  and  ability  to  teach 


170  FORMS. 

and  impart  knowledge  and  govern  a  school ;  we  therefore  grant  to 

this  our  certificate,  which  shall  remain  in  force  during  one 

year  from  date,  unless  sooner  revoked. 

y 

J 

y 

Trustees  of  Common  Schools. 
[Date.] 

Note. — Whenever  desirable,  the  aid  of  others  can  be  called  in  to  make 
thorough  examination  of  the  Teacher.  Let  the  Teacher  name  his  conduct  of 
a  school  from  the  opening  to  the  close,  after  jou  have  tested  his  literary  ac- 
quirements. 


1^0.  5. 
Form  of  Annulling  a  Gertijicate. 

Whereas,  the  Trustees  of  Common  Schools  for  the of  , 

did,  on  the  day  of  ,  Anno  Domini,  1S5...,  issue  to  

a  certificate  of  qualification  as  a  teacher  in  said 

Now,  know  ye,  that  upon  further  investigation  and  trial,  the  said 

has  been  found    deficient  and  unqualified,  [or  has  refused  to 

conform  to  the  regulations  made  by  law.]  We  do  therefore  declare 
the  said  certificate  to  be  annulled  and  void  from  this  date,  of  which 
all  persons  whose  duty  it  is  to  employ  teachers  of  Common  Schools 
are  hereby  requested  to  take  notice. 


i 

1 

Trustees  of  Common  Schools. 
To  the  Superintmident  of  Common  Schools 

for  the  County  of ....,  185.... 

Note. — It  will  be  proper  that  notice  of  the  annulling  should  be  given  to  the 
County  and  State  Superintendents.' 


FOfiMS.  171 

:n'o.  6. 

Form  of  a  Receipt  of  the  County  Superintendent  of  Common  Schools. 

Keceived  of ,  County  Superintendent  of  Common  Schools, 

all  documents,  books,  and  papers,  belonging  to  his  office  as  such  Su- 
perintendent. 


County  Superintendent  Common  Schools. 
[Date.] 

NoTe. — The  law  requires  this  receipt  to  be  filed  in  the  office  of  the  County 
Treasurer. 


IS'o.  7. 


Form  of  a  Receipt  of  the  Trustees  of  Common  Schools j  under  Sec- 
tion 16,  Clause  11. 

Received  of ,  Trustees  of  Common  Schools  for ,  the 

books  of  record,  and  all  papers,  books,  blanks  and  documents,  re- 
maining in  their  hands  as  such  Trustees. 


o 


Trustees  Common  Schools. 
[Date.] 


1^0,   8. 


Form    of   County    Superintendent's    Warrant    upon    the    County 

Treasurer. 

No ,  ,  185.... 

The  Treasurer  of  the  County  of ,  will  pay  from  the 

School  Fund,  to ,  or  order, dollars,  on  account  of  


County  Superintendent  Common  Schools. 
% 


172  FORMS. 


No.  9. 


Form  of  Poster ^  giving  notice  of  a  District  Election  for  Additional 
Taxation  J  to  Maintain  Schools. 

To  the  Electors  of School  District :  "-^   --.::^ 

Notice  is  hereby  given,  that  an  Election  will  be  held  on  the 

day  of ,  at  which  will  be  submitted  the  question,  whether  you 

will  authorize  a  tax  to  pay  the  expense  of  maintaining School, 

for  an  additional  term  of months. 

It  will  be  necessary  to  raise,  for  this  purpose,  the  sum  of  $ , 

and  the  rate  of  taxation  necessary  to  be  levied,  will  be cents 

upon  the  one  hundred  dollars  of  valuation  of  taxable  property  in  the 
District. 

The  polls  will  be  opened  at ,  between  the  hours  of 

and A  full  attendance  is  requested. 


District  School  Trustees. 
.th,  A.D.  185... 


Note. — The  date  must  be  twenty  days  prior  to  the  time  fixed  for  the  elec- 
tion. The  posters  should  be  put  up  in  a  dozen  conspicuous  places  in  the 
District. 


1^0.  10. 


Form  of  Poster,  giving  notice  of  a  District  Election  for  Additional 
Taxation,  to  Build  School  House. 

To  the  Electors  of School  District : 

Notice  is  hereby  given,  that  an  election  will  be  held  on  the 

day  of ,  at  which  will  be  submitted  the  question  whether  you 

will  authorize  a  tax  for  the  purpose  of  building  a  School  House  in 
this  District. 

It  will  be  necessary  to  raise,  for  this  purpose,  the  sum  of  $ , 

and  the  rate  of  taxation  necessary  to  be  levied  will  be cents 


FaRMs.  178 

on  the  one  hundred  dollars  of  valuation  of  taxable  property  in  the 
District.     The  plans  and  specifications  of  the  proposed  building  may 

be  seen  at 

The  polls  will  be  opened  at ,  between  the  hours  of 

and 

A  full  attendance  is  requested. 

J 

> 

i 

District  School  Trustees. 

,  185.... 

Note. — The  date,  as  before,  must  be  twenty  days  prior  to  the  election,  and 
the  posters  should  be  put  up  in  a  dozen  or  more  conspicuous  places. 


1^0   11. 
Form  of  Appointment  of  Collector  of  Tax. 
To  all  whom  it  may  concern  : 

The  electors  of School  District  having,  at  an  election  held 

on  the day  of  A.  D.,  185...,  authorized  the  levying 

of  a  tax,  amounting  to cents  on  the  one  hundred  dollars  of  valu- 
ation of  taxable  property  in  the  District,  for  the  purpose  of  [main- 
taining   School  for  an  additional  term  of months,  or, 

building  a  School  House,  as  the  case  may  be,]  the  Trustees  of  the 
District  hereby  appoint  .........  to  collect  said  tax,  with  all  the  pow- 
ers to  enforce  the  collection  which  are  given  to  Sherifis  and  Tax  Col- 
lectors in  the  collection  of  State  and  County  taxes. 


Trustees  of District. 

[Date.] 


174 


FORMS. 


1^0.    12. 


CENSUS  RETURNS. 


Report  of  the  Common  School  Marshal  to  the  County  Superinten- 
dentj  School  Trustees  and  State  Super intendeiit,  for  School  Year 
ending  October  31,  185... 


§ 
.a 

.2  b 

553 


o  a 

o  o 


!2; 


s-*"- 


31 


a  ^ 

1^; 


•3  _ 

6-9 


0)   o 

11 


Form  of  an  Affidavit  to  he  appended  to  the  Census  Returns. 
County  of |gg^ 

On  this day  of  ,  A.  D.  185...,  personally  appeared 

before  me,  the  undersigned,  a  Justice  of  the  Peace  for  the  County 

and aforesaid,  a  duly  appointed  Common  School 

Marshal,  whose  signature  is  hereunto  subscribed,  and  being  sworn 
according  to  law,  made  oath  that  the  facts  set  forth  in  the  above  re- 
port are  just  and  true,  according  to  the  best  of  his  knowledge  and 
belief. 


(Signed) 


Justice  of  the  Peace. 


Common  School  Marshal  fo 


Note. — This  Report  must  be  made  out  in  triplicate;  one  for  Trustees,  one 
sent  to  the  County  Superintendent,  and  the  third,  to  the  Superintendent  of 
PubUc  Instruction. 


FORMS. 


175 


1^0.  13. 

DISTRICT    SCHOOL    TRUSTEES'    REPORT. 

Report  of  the  Trustees  of  Common  School  of District,  to  the 

County  Superintendent  for  the  District  of  and  County 

of J  from ,  185...,  to  185... 


2 

jl 

3 

f 

1? 

fi 
it 

o  s 

o  > 

s  i 

cS  — 

5 

Total   number  of   Children   between  the 
ages  of  four  nnd  eighteen,  entitled  by 
residence   to  enter  the   School    within 
the  School  lioundary. 

IVlMKlw.r  ..1-    II.. vu   in    nwfi-inf 

■  1  o 

a 

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it 

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(4 

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2 

11 

=  5 

J. 

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1 

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s  — 
< 

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Note. — When  the  above  blank  is  filled  up,  which  must  be  done  on  or  be- 
fore November  1st,  of  each  year,  the  following  certificate  should  be  appended  : 

We,  the  undersigned,  Trustees  of  Common  Schools  for  the  District 

of and   County  aforesaid,  certify  that  the  above  is  a  true 

statement  of  the  condition  of  the  Common  Schools  of  said  District. 


To 


Trustees  of  Common  Schools. 
County  Superintendent  Common  Schools. 


Note. — A  duplicate  of  this  Report  must  be  forwarded,  without  fail,  to  the 
State  Superintendent,  at  San  Francisco.  The  Trustees  will  accompany  their 
Report  as  above,  with  such  remarks  as  they  may  think  the  interest  of  the 
Public  School  system  in  their  town  or  city  may  require. 


176 


FORMS. 


No.  14. 

COUNTY    TREASURER'S    REPORT. 

Rejyort   of  the   County   Treasurer  to  the  Superintendent  of  Public 

Instruction  for  the   County  of from  ,  185..., 

to ,  185.... 


o 

S 

a 

1 

d 

i 

> 

1 

1 

•< 

1 
1 

a 
§ 

'd 
§ 

§ 

1 

§ 

a 

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1 

1 
8 

1 

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i 

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•< 

1 

•  i 

a 

o 

II 

§ 
1 

i 
if 

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1 

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1 

p 

-d 
o 

1 

a 

Note. — It  is  absolutely  necessary  that  County  Treasurers  fill  up  each  and 
every  column  in  the  above  report,  to  enable  the  State  Superintendent  to  pre- 
sent an  intelligible  report  of  the  financial  condition  of  the  Schools  to  the 
Legislature.  If  no  money  has  been  paid  for  any  purpose  mentioned — for 
Libraries  and  Apparatus,  for  instance — report  specially,  in  the  appropriate 
column,  "None." 


FORMS. 


177 


1^0.   15. 


COUNTY  SUPERINTENDENT'S  REPORT. 


Report  of  the  County  Superintendent  of  Public  Schoohy  to  the  State 

Superintendent  of  Public  Instruction,  for  the  County  of , 

from ,  185...,  to ,  185.... 


I 

B 
a> 

u 


!z 


§  I 


^  9\ 


■mo: 

Ifi 


S  ;  S  i  sj 

■^  ;■=  !•=  -    —  . 

25   Z   a       H 


3  ,-3  ,  =      £3Ci      3   ft 

25  m  S     ' 


£2 
-21 


a  ^ 


I 


ao  I  O  I 

if 


-So 
s  iT  « 

OSS 


2  . 


Note. — It  is  indispensable  that  the  County  Superintendent  fill  every  column 
in  the  above  Report,  and  transmit  it  to  the  Superintendent  of  Public  Instruc- 
tion, on  or  before  the  20th  of  November. 

In  addition  to  the  above,  the  County  Superintendent  will  be  furnished  with 
a  Note  Book,  containing  appropriate  heads,  designed  to  collect  various  items 
of  valuable  information  connected  with  the  School  Department. 

This  Note  Book  he  will  fill  up,  and  consider  an  Appendix  to  his  Report  to 
be  transmitted,  at  the  same  time,  to  the  State  Superintendent. 

N.  B. — The  County  Superintendent  should  keep  a  copy  of  his  Report,  when 
filled,  in  order  that  he  may  have  the  requisite  data  upon  which  to  distribute 
the  State  and  County  School  Fund. 

18 


178 


FORMS. 


Ko.  16. 

PUBLIC  SCHOOL  TEACHERS'  REPORT. 

Report  of  the  Public  School  in  District  y  in  the  o/ 

,  from ,  185...,  to 185.... 


Teacher. 


u 

11 

s   e 

BRANCHES  TAUGHT. 

s 

1 
© 

1 

1 

•3 

1 

bo 

a 

1 
1 

"o  o 

s 

o 
>, 

1 

! 

1 

1 

id 

«!; 

If 

1 

o 

"So 
c 

, 

1 
1 

I'i 

1^ 

11 

II 

LI 

1 

O 

I  certify  that  the  above  is  a  true  statement  of  the  condition  of  the 
Common  School  in  the  County  of ,  District  of 


Teacher. 

Note. — The  Teacher  will  make  the  above  Report  to  the  Trustees  of  Com- 
mon Schools,  and  also  to  the  County  Superintendent  and  State  Superintendent, 
which  Reports  must  be  made  on  or  before  the  first  day  of  November  of  each 
year.  Unless  he  fulfills  this  duty  punctually,  his  District  is  liable  to  lose  its 
share  of  the  State  and  County  School  Moneys.  To  these  moneys  he  has,  Of 
course,  to  look  for  his  compensation. 


IIsTDEX: 


I  isr  D  E  X 


PAGK. 

A 

Apportionment,  of    State  School 

Fund 4,10 

by  County  Superintendent..  14 

of  County  School  Fund 52 

Architecture,  School 66 

Appointment  of  Trustees 17 

form  for 168 

Air,  the  proper  quantity  to  be  al- 
lowed each  Pupil 74 

Accounts,  of  Co.  Sup'ts — how  to 

be  kept 12,51 

of  Trustees,  how  to  be  kept.  26 
Arrangement  of  Seats  and  Desks...  80 
Aisles  or  passages  in  School  Room  76 
Assessor,  of  District  School  Tax — 

who  should  be  appointed  31 
Apparatus  for  Schools 52 

B 

Board  of  Education  of  State 3,  134 

of  Cities  and  Towns 43 

rules  for 44 

Boundaries  of  School  Districts 31 

Books  and  papers  of  a  moral  char- 
acter   56 

Breathing  impure  air  in  Schools...  72 
Blackboard,     size     and     location 

of 75,95 

of  what  constructed 95 


Convention  of  Teachers  and  School 

Officers 4 

Controller  of  State — his  duties 5 


PAGS. 

Controller  of  State — to  report  to 

Board  of  Education 5 

County  Clerks,  ex-oflBcio  Co.  Su- 
perintendents      7 

Certificates  of  Election — of  Trus- 
tees    16 

form  for 169 

Certificates,  to  Teachers 18 

form  for 169 

form  for  annulling 170 

Cities  and  Towns,  (Incorporated)..  43 
Common     Council — Powers     and 

Duties  of 43 

Census  Returns,  how  to  be  made.40,  65 

form  for 174 

Corporal  Punishment,  discouraged.  25 

testimony  against 118 

Compensation  of  School  Officers.. ..41 
Collector  of  District  School  Tax...  32 
form  for  appointment  of..... 173 
Contracts,     Superintendents     and 
Trustees  not  to  be  inter- 
ested in 34 

Collateral  Information 61, 120 

Course  of  Study 98 

Common  Schools,  redeeming  pow- 
er of. Ill 

Criminal    Statistics,    what    they 

show 114 


D 

Districts,  Delinquent,  lose  School 

Fund, 10 

how  they  may  obtain  it...l9,  27 
Districts,  (School,)   what    consti- 
tutes   42 

how  established 42 


182 


INDEX. 


PAGE. 

Districts,     (School,)    should     be 

named 42 

Dismissal  of  Pupils 24 

Dimensions  of  School  Houses 72 

Desks,  (Teachers',)  where  should 

be  located 75 

(Pupils',)  arrangement  of...  80 

proper  construction  of. 91 

E 

Escheated  Estates,  to  be  credited 

to  School  Fund 6 

Examination  of  Teachers — County 

Superintendent  to  assist..     8 

how  to  be  conducted 22,  57 

Election  of  Trustees,   how  to   be 

conducted 16 

Election,  (District,)  to  decide  ques- 
tion of  Taxation 27 

form  of  posterfor 172 

manner  of  voting  at 27 

what  conditions  must  com- 
bine    28 

time  and  place  of, 29 

Election,  (District,)  to  tax  for  erec- 
tion of  School  Houses....  32 
how  the  vote  is  to  be  taken  33 

form  of  poster  for 172 

Erection  of  School  Houses 34 

tax  for... 32 

Equalization  of  District  School  Tax  3 1 
Entries  or  Vestibules,  should  be 

two 75 

Educate  the  Poor,  oblig'n  to...l04, 115 
Education,  of  a  three-fold  charac- 
ter  104 

in  what  it  consists 105 

necessity  of  moral..l06, 108, 116 
dissipates  the  evils  of  igno- 
rance  106 

increases  the  productiveness 

of  labor 106 

money  value  of 107 

the  interest  of  property  to 

encourage 107 

the  parent  of  material  riches. 107 
diminishes   pauperism  and 

crime 108 

striking  results  of 108 

the  best  insurance  to  pro- 
perty....  108,110 

political  necessity  of 108 

elevating  influence  of. 109 

duty  of  the  State  to   en- 
courage  110 

and  crime Ill,  114, 116 

compulsory Ill 

what  it  will  accomplish 113 


PAOZ. 

F 

Furniture  (School) 89 

evils    of   badly   construct- 
ed  120 

Forms,  for  reports,  etc 168 

a 

Grading  the  Schools 36,  70 

arguments  for 37,  38 

Government  of  Children 60 

Ground  Plans  and  Internal  Ar- 
rangements of  School 
Houses  75 

H 

Heating  School  Rooms 83 

I 

Internal  Arrangements  of  School 

Houses 75 

Intellect,  not  alone  to  be  culti- 
vated   105 

powers  of. 112 


Judges  and  Clerks  of  Election...l6,  30 

L 

Location  of  School  Houses,  Trus- 
tees to  fix 18 

meeting  to  decide 19 

what  should  govern 67 

attractiveness  of. 68 

Lighting  School  Houses 82 

Lands  (see  School  Lands) 122 

M 

Meeting  of  Electors,  to  fix  location 

of  School  House 20 

Marshal  (Census) — who  should  be 

appointed 19 

how  he  should  be  compen- 
sated    21 

his  powers  and  duties 39 

how  he  should  take  the  cen- 
sus    40 

to  report  number   of  deaf 

and  dumb 41 

special  duties  of. 65 

form  for  appointment  of 169 

Music,  vocal,  in  Schools 119 


INDEX. 


183 


N 

Notice,  of  Trugtees'  Election,  how- 
to  be  given 16 

of  Election  to  Tax,  do,  do...  29 
of  Form  of  Poster  for,  how 

to  be  given 1'72 

of  what  should  be  set  forth  29 

O 

Oath  of  Ofi&ce,  to  be  taken  by  Trus- 
tees   16 

Form  for 168 

Object-Teaching 53 

Officers  of  School  Department 134 


Poll  Taxes,  25  per  cent,  to  School 

Fund 6 

Pupils,   proper  Number    to    each 

Teacher 47 

Public  School,  what  constitutes...   55 

Plans  and  Specifications  for  School 
Houses,  how  to  be  ob- 
tained   T4 

Plan,   for    ungraded   or    Primary 

Schools Te 

for  graded  School 19 

for   arrangement    of   Seats 
and  Desks 81 

Platform,  (Teacher's,)  size  and  lo- 
cation of T5 

Parents,  their  obligation  to  So- 
ciety  103 

duty  of 114 

Physical  Training 105 

Physiological    Knowledge,    Value 

of .105 


R 

Report,  ofState  Board  of  Education, 

when  to  be  made 3 

of  Superintendent  of  Public 

Instruction 4 

of  State  Controller 5 

of  County  Superintendent..     9 

of  County  Treasurer 14 

of  School  Trustees 18 

of  Teachers 21,  34 

of  School  Marshals 41 

Reports,  Forms  for 175-178 

Rate  Bill,  how  framed 53 

who  shall  be  exempted 54 

Rules  for  a  Board  of  Education....  44 
Recesses,  Necessity  of  frequent..24,  119 
Reports  must  be  full 10,  26,  57 


PAOE. 

Records  to  be  kept  by  County  Su- 
perintendents   12 

Register  for  Teachers  seeking  Posi- 
tions   23 

Respiration,  Principles  of. 73 

Recitations,  Manner  of  Conducting.  100 


Superintendent  of  Public  Instruc- 
tion, his  Powers  and  Du- 
ties      3 

School  Moneys,  when  to  be  paid....     5 
School  Fund,  (State,)  Amount  of..     5 

what  constitutes 49 

Interest  on 49 

Superintendents,   (County,)   when 

Elected 6 

their  Powers  and  Duties 8 

to  report  on  School  Sections.  13 
how  to   test  Trustees'  Re- 
ports   14 

not  to  be  interested  in  Con- 
tracts    35 

not  to  be  employed  as  Teach- 
ers   35 

special  Duties  of 63 

what  they  are  to  report 64 

Names  and  Residence  of.....  134 

Forms  for  Reports 177 

Schools,  (New.)    how  established 

in  Cities 44 

Sectarian    Doctrines,    not    to    be 

taught  in  Public  Schools..  56 

School  Lands,  amount  sold 6 

title  of  California  to 122 

Act  for    the   location   and 

sale  of 124 

School  Land  Sections — Report  on 

by  Co.  Superintendents...  13 

Act  for  the  sale  of 128 

trespass  upon 131 

resolutions  relating  to 132 

Statistics  of  Schools  in  California..  133 
School  Houses — erection  and  re- 
pairs of 20,32,  34 

style  of. 71 

what  should  be  considered 

in  building 71 

proper  dimensions  of. 72 

School  Fund,  (State,)  not  to  be 
diverted  to  other  pur- 
poses   50 

only  to  pay  Teachers 50 

account  of,  to  be  kept  sepa- 
rate   51 

School  Fund,  (County,)  how  raised  51 

apportionment  of. 52 

for  what  may  be  used 52 


184 


INDEX. 


PAGE. 

School  Year,  when  commencing...  58 

School  Architecture 66 

Schools,     (Common,)      redeeming 

power  of Ill 

statistics  of,  in  California...  133 

School  Room,  best  form  of. 75 

Seats  and  Desks,  arrangement  of,  80-90 

how  constructed 90 

relative  size  of 91 

plans  for 92 

Stove  for  Schools 84 

improved  method  of  arrang- 
ing     85 

plan  for 86 

School  Furniture 89 

evils  of  badly  constructed..l20 
Study,  Course  of. 98 

T 

Treasurer,  of  State,  his  Duties 5 

of  County,  his  Duties....  14,  176 
Township,  the  word  not  to  be  used 

for  District 11 

Teachers,  to  be  examined  by  Trus- 
tees  18,57 

what  their  Duties  should  be.  45 
should  keep  list  of  Pupils...  54 
must  be  employed  by  Legal 

Authority 55-57 

must  report 57 

instructions    and     sugges- 
tions to 59 

names  of,    in    the    several 

Counties 136 

form  for  their  Reports 178 

Tax,  (District,)  for  the  support  of 

Schools 27 

electors  to  fix  by  vote 27 

notice,  how  given 27 

how  to  be  collected 28 

for   the  erection  of  School 

Houses 32 

electors  to  vote  upon 32 

Towns,  Incorporated 49 

Tax,    (County,)    for     Support    of 

Schools 51 

Tax,    (School,)   answer    to    those 

who  murmur  at 117 

argument  for  the  payment 

of 117-118 

Teaching,  thoroughly,  importance 

of 61 

Temperature    proper    for    School 

Rooms 84 


PAGE. 

Text-Books  for  Public  Schools 96 

Thought-Springs 103 

Trustees,  in  what  Counties  they 

draw  Warrants 7 

when  and  how  elected 15 

to  take  the  Oath  of  Office...   16 

when  appointed 17 

who  should  be  appointed...   17 

their  Powers  and  Duties 17 

to  examine  Teachers 18 

may  suspend  or  expel  pupils.  18 

to  visit  Schools 18 

to  whom,  when  and  what 

to  report 18 

should  formally  organize...  25 
not  to  be  interested  in  Con- 
tracts   35 

when  they  may  act  in  Cities 

and  Towns 49 

a  sentiment  for 103 

names   of,   in    the    several 

Counties 136 

form  for  their  reports 175 

Township  School  Lands — title  of 

California  to 123 

Act  for  the  sale  of 128 

trespass  upon 131 

concurrent  resolutions  rela- 
tive to 132 

u 

University  Lands 123 

act  for  the  location  and  sale 
of 124 

V 

Visiting  the  Schools 9,  25 

Vacations,  Trustees  to  fix 23 

Ventilation,  effects  of  bad 73,  119 

proper  method  of. 82 

Ventilating  Flue 88 

Vocal  Music  in  Schools 119 


W 

Warrants,  to  be  drawn  by  County 

Superintendent 8,  52 

not   to    be    drawn    unless 

funds  to  meet 12 

form  for 171 

Windows — how    they  should    be 

constructed 82 


_^- 


^ 


14  DAY  USE  _^^ 

RETURN  TO  DESK  FROM  WHICH  BORROWED 

LOAN  DEPT. 

RENEWAU  ONlY-m.  NO.  641-3405 

This  book  is  due  on  the  1««  *««J^P|'  ^"^^  ~ 

on  die  date  to  which  renewea. 

Renewed  books  ate  subjea  to  immediate  recaU. 


OCT  29 1989 


^j£m^ 


JC  15275 


